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■4f' FOWLER ON MEMORY: 

PHRENOLOGY 

APPLIED TO THE 

CULTIVATION OF MEMORY; 



Intellectual Education of Children, 

ATJD THE 

STRENGTHENING AND EXPANDING 

OF THE 

INTELLECTUAL POWERS, 

BY O. S. FOWLER, 

PRACTICAL PHENOLOGIST, 

Editor of the American Phrenological Journal; Author of " Phrenology Proved, 
Illustrated, and Applied;" "Phrenology and Physiology applied to Mat- 
rimony ; do, to Temperance ; do. to Education and Self- 
Improvement," &c. &c. &c, &c. 



intellectual enjoyment greatly surpasses physical, pleasure. 



SECOND EDITION ENLARGED AND IMPROVED. 

NEW-YORK: 

O. S. & Ij. N. Power, in Clinton Hall, 131 Nassau Street. 

For sale by J. R. Colon, 203 1-2 Chesnut Street, Philadelphia ; Saxton & Pierce, 

Washington St. Boston; R. L. Adams, Democrat Office, Rochester, N.Y. ; 

and by many Booksellers. 

1842. 



THE 

AMERICAN PHRENOLOGICAL JOURNAL 

AND MISCELLANY.— VOL. IV. 

Tins is a Monthly Journal, of 48 pages per Number, devoted ex- 
clusively to a record of the facts, illustrations, and application of the 
Science of Phrenology. Twenty-four pages each month, are devoted 
to Phrenological applications, suggestions, and interesting miscellane- 
ous matter, and rendered eminently practical, with the design of teach- 
ing beginners the Science. These pages will be diversified with a 
record of the most interesting facts that occur, with illustrative cuts; 
hints and directions useful to learners ; short reviews of works, for and 
against the Science ; miscellaneous matter of permanent interest and 
value ; the history, progress, and existing state of the Science ; notices 
of societies, &c. &c. The character and bearing of these pages, may 
be inferred from the following heads of series of articles presented in 
them: — "National Heads;" "Directions for making Examinations, 
with rules for finding the Organs ;" " Existing evils and then remedy;" 
including the causes and remedies of the hard times; new ideas in 
regard to banks, the currency, trade, Sic. ; some new and highly im- 
portant vjiews in regard to politics, government, laws, prisons, &c ; 
also, religious evils; " New discoveries in Phrenology;" " The Phre- 
nological Organs excited by "means of animal Magnetism ;" &c. &c. 

The other twenty-four pages of the Work, each month, are devoted 
to Works on the Applications of Phrenology. In this department is 
now being published, " Phrenology applied to Education and Self-Im- 
provement," of which the Work on " Phrenology applied to the Cul- 
tivation of the Memory, and the intellectual Education of Children," is 
a part — that portion which relates to the cultivation of the intellectiial 
Faculties. It will next contain a Work on 

Hereditary Descent — its Principles and Facts. — This Work 
will consist mainly of facts in proof and illustration of those princi- 
ples which govern the transmission of mental and physical qualities 
from parents to children, through successive generations, with directions 
to parents, and especially to mothers, for applying these principles to 
the production, in their offspring, of whatever physical, intellectual, or 
moral qualities may be desired. 

This Work will consist mainly of a combination of facts, mostly recorded for 
the first time, drawn from the histories of families and individuals, particularly of 
our Pilgrim ancestors, and their descendants, showing that the mental and physical 
peculiarities, the forms of body and face, the taste, talents, propensities, modes of 
thinking and acting ; the intellectual, moral, and other qualities of the former, have 
descended throughout the whole line of their progeny, and remain stamped even 
upon the present generation. It will show parents, especially mothers, that they 
stamp upon their offspring an indelible impress, which neither education nor cir- 
cumstances can entirely efface, and also that they impart the original basis of their 
characters, propensities, and talents, and thereby fasten upon them an abiding sense 
of that immense responsibility which they incur by becoming parents, and also 
guiding them in the exercise of these their most momentous relations. 

Ample materials for enriching the pages of this Work, will be drawn both from 
the parental history of men distinguished either for talents, or moral worth, or vi- 
cious inclinations, and also from our prisons and penitentiaries, our poor-houses and 
asylums for the deaf, dumb, blind, insane, diseased, &c. &c, as well as from that 
wide range of personal observation and experience thrown open to the Editor by his 
extensive professional practice. It may safely be added, that none but those who 
are guided by the light of PRACTICAL PHRENOLOGY, are capable of doing 
full justice to this subject. 

TERMS. — Two Dollars per year in advance. Address 

O. S. FOWLER, 131 Nassau Street, N. Y. 



FOWLER ON MEMORY: 

OR, 

PHRENOLOGY 

APPLIED TO THE 

CULTIVATION OF MEMORY; 

i 

Intellectual Education of Children, 



5 



STRENGTHENING AND EXPANDING 



INTELLECTUAL POWERS, 



BY O. S. FOWLER, 



PRACTICAL PHENOLOGIST. 



Iditor of the American Phrenological Journal ; Author of " Phrenology Proved, 
Illustrated, and Applied;" "Phrenology and Physiology applied to Mat- 
rimony ; do, to Temperance ; do. to Education and Self- 
Improvement," &c. &c. &c, &c. 



intellectual enjoyment greatly surpasses physical pleasure. 



SECOND EDITION ENLARGED AND IMPROVED. 

' ^ NEW-YORK: 

T ^ O. S. «fc L. N. Fower, in, Clinton Hall, 131 Nassau Street* 

For sale by J. R. Colon, 203 1-2 Chesnut Street, Philadelphia ; Saxton & Pierce, 
) N^ Washington St. Boston; R. L. Adams, Democrat Office, Rochester, N.Y.j 
^ \ and by many Booksellers. 

1842. 



3^ 



■ 






Entered according to the Act of Congressy ib^ne year W4% f 

BY O. S, FOWLER, 

in the Clerk's Office of the Southern District of New Yosk, 



/ 



/ 



PREFACE, 

No subject has ever interested the mind of the Author, more 
than the fact that the phrenological organs are capable of being 
enlarged together with the means op effecting that enlarge- 
ment. Improvements in agriculture, the arts, machinery, &c, 
&c, are valuable in their spheres, yet the means of cultivating 
and improving the mind of man, is infinitdy more important 
and useful — as much more so as mind is superior to matter ; 
and as our susceptibility of enjoying or suffering through the 
medium of the intellect and feelings, is greater than our merely 
physical pleasures. Books have feeen written and efforts made, 
to educate the intellect and cultivate the feelings ; yet none 
of them have been founded upon the true nature of the mind. 
But, Phrenology analyzes every element of the intellect, and 
every fountain of the soul. It places the finger of science 
upon every faculty of man, and at the same time, tells us how 
to improve them all. It tells us wherein goodness and per- 
fection of intellect and feeling consist, at the same time that 
it points out to every one his departures from its standard of 
perfection, and the means of remedying them. It tells us 
the relative size of each organ, and thereby the relative power 
and energy of each faculty, and this shows us what are too 
strong, and what too feeble. It also shows us how to 
■strengthen those that are to© feeble, and how to reduce the 
action of those that are too powerful. That is, it tells us how 
to improve the immortal mind — how to perfect the character 
— how to remedy defects, and reduce excesses ! 

This work presents the first systematic application of 
Phrenology to a result so desirable, so glorious ; and also 
•shows how to increase the -size, and augment the power, of 
the intellectual faculties; being that portion of the Author's 
work on the "Application of Phrenology to Education and 
Self-improvement," which relates to the cultination of the 
memory, the intellectual education of children, and the 
strengthening and expanding of the intellect. It takes up 
each intellectual organ separately, shows its precise and spe- 
cific function, and then how to bring it into action, so as to en- 
large and invigorate it. As affording a knowledge of Phre- 
nology, especially as regards the nature and function of the 
intellectual faculties, it will be found equal to any, if 
not superior to all, other works on Phrenology; but, as offord- 
ing directions for cultivating and strengthening them — a de- 
partment the most interesting and instructive that can be pre- 
sented — it stands unequalled and alone ; and its perusal and 
practice will repay the reader a thousand fold. 

ft dwells, with particular stress, upon the cultivation of the 
intellectual faculties of children and youth. Hence, evrey 
parent and teacher should peruse it, and conduct the train- 
ing of the infant mind upon the principles it contains. It ex- 
poses many errors which lay at the very basis of our com- 



4 PREFACE. 

mon school system, and points out a far more excellent way ; 
besides furnishing hints to the young in regard to self edu- 
cation, which, if put in practice, will exceed in value all the 
mines of Mexico, and all the gold of Opher. This is evinced, 
not only by the rapid sale of the first edition, but still more by 
the many testimonials of those who have read that edition — 
some asserting, that practising its principles for a single month, 
have improved their memories fifty percent ; and others, one 
hundred per cent ; while others still, rate this improvement 
even higher yet. One gentleman said that its perusal eight 
years ago, would have saved him from physical and mental 
ruin ; whereas now, both mind and body were nearly de- 
stroyed It will work wonders for all who practice upon its di- 
rections — and they are simple and easy of trial. 

But, to those who are pursuing a liberal education — to the 
young men of our high-schools, Academies, and Colleges, who 
expect to obtain their subsistence, or to rise to stations of honor 
or profit, by the exercise of their intellectual faculties, as well 
as to all public and professional men, — it will be found to ex- 
ceed all computation — not because of the ability of its Author, 
but because of the intrinsic merit of its subject matter. 

The other portion of this application of Phrenology, namely, 
that which relates to the cultivation, discipline, improvement, 
and proper direction of the feelings and sentiments, will be 
found certainly not less interesting or important than this ; and 
if the perusal of this isolated portion of that work, affords 
pleasure or profit, the whole of that work will doubtless afford 
still greater, and at the same time, shows that the practical utili- 
ty of Phenology, or the benefits derived from its study and ap- 
plications, are infinitely greater than those derived from the 
study and practice of any other art or science whatever. 

The subjects discussed previous to this, in that work of 
which this forms a part, are, "Physical Education, or the laws of 
Health," showing the influences of the body upon the mind, 
the advantages of health, and the means of preserving and re- 
gaining it, especially in children. "Precocity — its causes and 
evils." "The feeding of children." "The Temperaments — 
their balance, the great condition of health, long life, and en- 
joyment. "Means of preserving and regaining this balance." 
'Necessity of exercise" "Means of increasing and dimin- 
ishing mental action." "Causes and remedy of nervous affec- 
tions." "The order of nature as regards the development of 
the temperaments." "Balance of faculties indispensable to 
perfection and enjoyment." "Self-knowledge the first step 
towards obtaining this knowledge — means of obtaining it." 
" Facts showing that the organs can be enlarged by the exercise 
of their faculties, and diminished by reducing that action." 
Then follows that application of these principles to the cultiva- 
tion of the intellectual organs, which constitutes the body of 
this work. ' 0. S. FOWLER, 



CONTENTS. 

Page. 
Uses and value of a retentive memory, 7 

Man's feelings and actions should be governed by intellect, 8 
On improving the intellect by enlarging the organs, 9 

Value of this principle, and means of obtaining this enlarge- 
ment, 10 
The exercise of the faculties, the only means of strength- 
ening them, and of enlarging their organs, 5 
In order to excite a faculty, its true function must be known, 

and its natural stimulant presented, 6 

Balance of Faculties constitutes perfection, 13 

Analysis and adaptation of Individuality, 17 

Teaching children from observation first, books afterwards, 18 
A fatal defect in modern education, 19 

Evils of sending young children to school, 20 

Observation must precede reaso ning, 2 1 

Means of cultivating Individuality, 22 

Parents should educate their own children, 23 

Analysis, adaptation, and importance of Eventuality, 24 

Means of strengthening memory of Events, 25 

Childrens sitting on a bench and saying A, 26 

Telling children stories, 27 

The decrease of memory in adults caused by its inaction, 28 
The experience of the author and others, 29 

Improving Eventuality by recollecting the events of each 

day, week, &c, at its close, 34 

Facilitating this by rendering the memory of our own and 

children's lives agreeable, 35 

Showing children philosophical and other experiments, 36 
Analysis and adaptation of Comparison, 38 

Teaching children to reason by comparing things, 39 

Employing explanations and illustrations, 41 

Answering the questions of children, 41 

Analysis and adaptation of Causality, 42 

Means of cultivating this faculty are thinking and reasoning, 43 
Giving children the data, and requiring them to think for 



CONTENTS* 6 

themselves^ 44 
Intellectual superiority of children, relatively to adults,. 45 
Cause of this superority, 46 
Getting thinking done out, 47 
Man's poverty of intellect explained, 48- 
Night thinking and study highly injurious,. 44 
nalysis and function of Language, 50 
S T ' he dead Languages, 57 
Preventing the talking of children injurious,, 53 
Means of promoting eloquence, 53 
Teaching children grammar by talking grammatically, 54 
Talking baby talk to infants,. 55 
Analysis and adaptation of Form, 57 
When and how to teach reading and spelling, 57 
Analysis of Weight and means of cultivating it,, 60 
Analysis and adaptation of Calculation,, 61 
Reckoning figures, casting accounts, &c., in the head, 62. 
Analysis and adaptation of Time, 63' 
Carrying the time in the head better than by time-pieces, 65 
Means of cultivating Time, 66 
Improvement of time by attending first to» what is most im- 
portant, 67 
Waste of time, 68 
Analysis and adaptation of Tune> &9 
Natural music preferable to artificial,. 70 
Teaching children to sing by ear first, 71 
Evils of the present method of teaching music^ 72. 
Strictures on modern music, 73 
Analysis and adaptation of Locality,. 74 
A new method of teaching geography,, 75 
Teaching history along with geography, 77 
Teaching the phrenological developments,, 78 
A literary exchange system^ 79 
Teaching Natural Theology along with natural sciences, 80 
The study of Astronomy — its moral influence, 86 
Importance of teaching children Anatomy and Physiology, 89 
Analysis and Adaptation of Order,* 90 
Its utility — Means of cultivating it,. 91 
Analysis, Adaptation, and method of cultivating Size, 93 
Analysis, Adaptation, and means of cultivating Construc- 
tiveness,, 94 



BJ& Wfr 



Applied to Memory and Education. 



The means of improving the memory and strengthening 
the intellect, and also the best method of conducting the intel- 
lectual education of children and youth, are subjects of vast 
importance to every memher of the human family, but es- 
pecially to parents and the young. To descant upon the 
value or utility of memory, would be superfluous. I appeal 
to you who are rich, whether you would not gladly give your 
all, (the necessaries of life alone excepted,) for a clear and re- 
tentive memory of all you have ever seen, or heard, or known. 
What would not lawyers and physicians give, to be able, 
without notes, to recall, clearly and in order, every point of 
their evidence, every fact in their practice, every point in the 
authors they have read ? Similar remarks apply to men of 
business, to whom a retentive memory is, if possible, still more 
serviceable. How often has the reader felt mortified in the 
extreme, and angry with himself, because he has forgotten 
something he intended to say or do ! How great the conse- 
quent inconvenience, and delay, and even loss, which a good 
memory would have avoided ! How much more powerful 
and effective that speaker who can dispense with notes, yet 
say all he wishes ; and, by the aid of a clear and retentive 
memory, bring to mind thoughts and arrangements previous- 
ly prepared ! In short, is there any occupation in life in which 
nearly every kind of memory is not most useful ? In many, it 
is indispensable. I ask parents whether transmitting to your 
children vigorous intellects and retentive memories, is not one 
of the richest legacies you can leave them ? and whether a 
poor memory, one that is treacherous to its trust, is not a great 
misfortune ? 



8 IMPORTANCE OF INTELLECTUAL CULTURE 

Again: To be productive of pleasure, every action of our 
jives must be governed by intellect, (in conjunction with the 
moral faculties,) which is only another name for experience and 
correct judgement. The man of feeling and impulse, is a man 
of sorrow and misfortune. The propensities are blind, and 
blindly seek gratification ; and hence require intellect to direct 
them into the paths of virtue and happiness. And, though the 
assistance of the moral faculties is also indispensable, yet with- 
out intellect, even they are "blind leaders of the blind ;" pro- 
ducing all the anomalies and abomininations of paganism. 
Aided by intellect, men accomplish much more, and that far 
better, than without it; doing with their heads what unintel- 
lectual men do with their hands. 

And then again ; how rich are the treasures of knowledge ! 
Mow delightful the study of nature ! " Knowledge is power." 
Man is so constituted that, to study the laws and phenomena of 
nature — to witness chemical, philosophical, and other experi- 
ments — to explore the bowels of the earth, and examine the 
beauties, the curiosities and the wonders of its surface — to 
learn lessons of infinite power and wisdom as taught by as- 
tronomy — but, more especially, to study living, animated na- 
ture — to observe its adaptations and contrivances — in short, to 
study nature in all her beauty, variety, and perfection, 
particularly with reference to the wisdom and goodness of that 
great Being who created all things, constitutes a source of the 
highest possible gratification of which the human mind is sus- 
ceptible. 

The mind of man is capable of improvement, and that to a 
degree truly astonishing, far surpassing what is generally sup- 
posed. The importance of education and intellectual attain- 
ments, is admitted by all, yet few know how, to conduct the 
former, or attain the latter. In order to educate or discipline 
the mind, its nature, primary powers, and laws of action 
must be understood. These, few parents or teachers even pre 
tend to understand ; and hence, millions of money are annually 
expended, and thousands of teachers constantly employed, 
almost in vain. As well attempt to navigate the ocean with- 
out the compass, survey the land without the needle, study as- 
tronomy without the telescope, or try to do any thing else with- 



ENLARGEMENT OP THE ORGANS BY EXERCISE. 9 

out knowing what requires to be done, or how to do it, as un- 
dertake to educate the young or discipline one's own mind, 
without first understanding the primary faculties of the mind, 
as well as their laws of action. To be successful, education 
and intellectual culture must be adapted to the mental facul- 
ties, and also conducted in harmony with the laws of mind | 
These, Phrenology explains most beautifully and clearly \ 
thereby furnishing the only correct guide to parents and teach- 
ers. The objects of this work, therefore, will be, 

1. To ANALYZE THE INTELLECTUAL FACULTIES; and 

2. To SHOW HOW TO ENLARGE AND STRENGTHEN THEM. 

That is, to show how to improve every kind of memory ; how 
to conduct the intellectual education of children and youth; 
and, how to strengthen and expand the intellect ; as well as 
how to acquire knowledge — objects, both individually and col- 
lectively, of the highest possible importance, especially to 
parents, teachers, the young, and those who are studying a 
profession. 

It should here be remembered that, according to Phrenology, 
every organ can be enlarged, and the power and activity of 
every faculty, greatly increasd by exercise. As the exercise 
of any part of the body, such as the arm, foot, &c, causes the 
blood to now.more freely to the exercised part, so the exercise 
of any phrenological organ, causes the blood to flow to that 
organ in proportion as it is exercised, and this blood contains 
matter for enlarging these parts, which it does in proportion to 
its abundance. This important point is fully explained and 
proved in my work on "Phrenology and Physiology applied 
to Education and Self -Improvement"* 

I contemplate no fact or principle in nature with more in- 
tense delignt, and glory in propagating none, more than this 
doctrine of the enlargement of the organs. It shows how 
to improve the immortal mind', how to educate our race; how 
to diminish human suffering, and promote man's highest hap- 
piness. It holds out, in the languge of demonstration, to 
one and all, a sovereign remedy, a panacea, for intellectual 

* This work embraces the portion of that work which is devoted to 
the cultivation of the memory, and the intellectul education of children, 
The reader will doubtless find the whole of that work worthy of a careful 
perusal. At least, this will serve as a sample of that. 



10 IMPORTANCE OP THE SUBJECT. 

weakness and moral maladies. Is your memory short or 
treacherous, it shows you how to strengthen it. If any of 
your passions predominate, it teaches you how to reduce their 
power and activity; or, if any faculty be weak or inactive, it 
shows how to cultivate and invigorate it. 

But it is to parents that it holds out by far the brightest 
star of promise. You love your children as you love your own 
souls, and are even more anxious to improve them, than your- 
selves ; because you are too apt to regard your season for im- 
provement as past. You are ever ready to expend your time 
and your money upon their intellectual or moral education ; 
but, unfortunately, hitherto you have only groped your way 
in the dim twilight, while this principle opens upon you the 
full orb of reason and mental science — the only correct guides 
to the results you seek. But let it be remembered, that so 
precious a jewel as mental and moral improvement, can neither 
he purchased, nor obtained by proxy, nor inherited, except in 
its rudiments, but must be cultivated, and that by every one 
for himself. Parents and teachers may indeed place the proper 
means or mental stimulants before the minds of the young, 
just as they may place nourishing food before them, but can 
no more exercise the minds of children for them, than they 
can eat, or sleep, or breathe, or die for them. 

Reader, do you desire to known how this can be effected ? 
Do you wish this mine of self-improvement opened, so that 
you may begin now to lay up its richest treasures ? Then 
lend a listening ear. The means of mental culture are simple, 
easily applied, and within the reach of all ; and, they are cer- 
tain and powerful. They consist simply in exercising the 
organs you wish to improve ; and, in not exercising those you 
wish to restrain. This, every one must do for himself, and 
do it, not "here a little and there a little," but habitually ; 
and, the richest harvests mortals can reap, will crown your 
labors — harvests infinitely richer than all the mines of the 
world ; because harvests of moral pleasure and intellectual 
attainments ; a reward as infinitely above all earthly posses- 
sions, as mind is superior to matter. 

Will you sow, that you may reap this harvest ? or, will you 
fold your arms, and allow your brain, at least m part, to die; 
yes, to die while you live, merely from inaction ? Does not 



MEANS OF EXERCISING THE FACULTIES. II 

the glorious truth, just presented, inspire your hope, and nerve 
your determination to carry forward your intellectual and 
moral attainments as far in the scale of improvement as nature 
will allow ? Already you eagerly ask, "How can we exercise 
our faculties, so as to enlarge the organs ? how bring them 
into vigorous and continuous exercise ? how discipline the in- 
tellect, and call out the moral feelings of children and youth ? 
Listen again, to 

THE MEANS OF EXERCISING THE FACULTIES. 

Every faculty has its own proper aliment or stimulant, the 
presentation of which naturally induces spontaneous action. 
Thus, Alimentiveness is stimulated, not by gold or diamonds, 
but by food, its natural exciter. Hence, the sight of food, or 
seeing others eat, or even the taste or smell of food, excites 
hunger ; whereas, in the absence of these natural stimulants, 
Alimentiveness would remain quiescent. Acquisitiveness is 
stimulated to action by property, or the possession of things, 
&c, but not by food, or distress, or danger. Causality is ex- 
cited to action by bringing causes within its reach. To ex- 
cite, and thereby strengthen, this faculty, think, reason, inquire 
into the causes of things, and trace out the relations between 
causes and effects — that is, bring this faculty into action 
upon the causes, principles, and laws of things. Combative- 
ness is excited by opposition, not by beef-steak, or money, or 
facts. Approbativeness is excited by praise or reproach ; Be- 
nevolence, by suffering; Reverence, by thoughts of God; 
Conscientiousness, by right and wrong ; Ideality, by the beau- 
tiful, exquisite, or perfect ; Mirthfulness, by the laughable or 
ridiculous ; Locality, by travelling ; Cautiousness, by dan- 
ger, &c. 

But mark : one faculty cannot perform the function of any 
other, or supply its place. Though a person having Acquisi- 
tiveness small, may make money to leave his children rich, 
or to show off, or to aid the poor, or to furnish the means of 
acquiring knowledge ; yet, these motives neither excite nor 
enlarge Acquisitiveness ; for, the first is an exercise of Parental 
Love ; the second, of Approbativeness ; the third, of Benevo- 
lence ; the fourth, of Intellect, &c. To exercise Acquisitive- 
ness, therefore, he must make and love money to possess and 
hoard — must love property to lay up, and for its own sake, 



12 ADAPTATION OP THE FACULTIES. 

You may eat a meal, not because you relish it, but because a 
certain hour has come — that is, from Time, not Appetite. 
Fighting desperately from motives of honor, and not from love 
of fighting, is no more an exercise of Combativeness or De- 
structiveness, than the apparent fondness, in company, of a 
husband and wife who cordially hate each other, is an exer- 
cise of pure, connubial love. 

This illustration shows, first, that the precise nature, or le- 
gitimate function of every faculty, must be known, as well 
as its natural aliment or stimulant; and, secondly, that this 
stimulant must be placed before the faculty so as to excite it to 
action in order thereby to enlarge its organ. 

The first thing to be done, then, is to obtain a knowledge of 
your own or children's developments, especially of the intel- 
lectual organs, in order that you may know what faculties are 
too weak, (there is very little danger that any of them will 
ever become too large,) so that you may know to which to 
apply the stimulous. This knowledge may be gained, either 
by studying Phrenology yourself, or by applying to a skillful, 
practical Phrenologist; but the knowledge itself is indispen- 
sable. 

You should then form a distinct idea of what constitutes 
a good intellectual head, in order that you may see wherein 
the intellectual developments of yourself or children, (which- 
ever you wish to improve,) depart from this standard of ex- 
cellence. This standard is an equal development of all the 
intellectual organs — balance, and the harmonious action of 
these faculties. When the forehead is even, when all the in- 
tellectual organs are large, the judgment is good in regard to 
all subjects ; but deficiency in any of them, impairs the judg- 
ment in regard to the functions of those that are feeble. Thus, 
let a picture be hung up for inspection, and if the beholder 
have Size large, and all the other intellectuals small, though he 
will judge accurately of its proportions, and derive pleasure 
from admiring them, yet all its other qualities will be unseen, 
unadmired, and his pleasure proportionably restricted. But 
if he have Form also large, he will observe and admire its like- 
ness, as well as its proportions, and thus be doubly delighted ; 
and if large Color be added, he will also be delighted with 
the beauty of its colors, and the richness and delicacy of its 



BALANCE OP EACULTIES ILLUSTRATED. 13 

tints and shades, which will triple his pleasure. Add large 
Ideality, and he will discover what, without it, he would not 
have seen, the beauty, richness, and those other qualities of 
the picture which appeal to this faculty. 

One having large Eventuality only, will learn and remem- 
ber events alone, including history, ne ws, &c : with only Lo- 
cality large, he will learn geography, and recollect places, but 
nothing else ; with Form large, the shape of things ; with Cal- 
culation alone large, he will excel in mental arithmetic, but 
be poor in every thing else ; with Causality prominent, he will 
think much, and investigate first principles, yet be poor in 
other things, &c. 

If one's perceptive powers, which give the various kinds of 
memory and the ability to collect and retain knowledge, great- 
ly predominate over his rerlectives, though he may be very 
apt as a scholar and a great talker, yet he will be superficial, 
lack thought, judgment, and contrivance, and be incapable of 
ascending from facts to first principles ; and, on the other hand, 
if his perceptives be small, but reflectives predominant, he will 
have a wretched memory ; be unable to command his know^ 
ledge, or bring his talents to bear upon practical matters , be 
given merely to speculative scholastic, abstract, therefore-and- 
wherefore, metaphysical theorizing, which is valueless ; and, 
though he may know how to reason, yet his knowledge of 
facts will be too limited to furnish data sufficient to form cor- 
rect inductions. But where both are equally developed, the 
former will collect abunbant materials, which the latter will 
work up into correct arguments and sound conclusions. Both 
equally developed, give a general talent, constitute a well- 
balanced and truly philosophical mind, and give the true Ba- 
conian, inductive method of studying nature, by ascending 
from /acta up to first principles — the only possible means of 
arriving at truth. This development is not only perfectly 
adapted to the laws of nature, and harmonizes with the con- 
stitution of the human mind, but it also gives what is called 
sound, common sense, correct judgment, and enlarged views of 
subjects ; while its absence causes the intellectual lameness, 
warped views, and fallacious and diversified opinions, existing 
among mankind. 



14 HOW TO BEGIN INTELLECTUAL IMPROVEMENT, 

Those having large Language with small Reasoning Or- 
gans, will talk much but say little ; and have words in great 
abundance and variety, but no ideas; and therefore experi- 
ence and communicate but little pleasure : for, who wishes to 
listen to senseless prattle t On the other hand, those having 
Language small, with the Reasoning Organs large, will have 
excellent ideas, and much valuable matter to communicate, 
yet be barren of expression 5 their rich mines of thought re- 
maining buried for want of language, and the pleasure and 
profit of listening to them, being proportionably abridged. 
But those having Language and the Reflective organs both 
large, will experience double pleasure, first in thinking ; sec- 
ondly in communicating their glowing thoughts in rich, ex- 
pressive language ; besides thereby administering much pleas- 
ure and profit to their delighted listeners. 

The third thing to be done, is to obtain a knowledge 
of the function of every faculty, that we may know how to 
excite it. To impart this knowledge, I shall briefly analyze 
«ach faculty ; and, in order to do this in the shortest and most 
effectual method possible, I shall point out the adaptation of 
each to its counterpart in nature, or to the end it attains in the 
economy of man. Thus, Parental Love is adapted to the in- 
fantile] condition of man; Causality, to the arrangement or 
laws of cause and effect 5 Cautiousness, to our being in a world 
of danger ; Benevolence, to the sufferings of mankind ; Appe- 
tite, to the requirement and arrangement of digestion ; Con- 
structiveness, to our need of clothes, houses, and things that 
are made, &c. I know of no short-hand method of im- 
pressing indelibly, the nature and function of the faculties, at 
all to be compared to this, united with definitions instead of 
descriptions. Remembering this adaptation of a faculty to its 
object, is comparatively easy, and this reveals its true function. 

The reader is now prepared to enter upon the analysis of 
the intellectual faculties, which will point out the various 
kinds oi memory; and, then upon the means of strengthening 
and improving the memory, as well as securing mental discip- 
line. 

The organs of the intellectual faculties, occupy the forehead. 
The rule for ascertaining the amount of brain devoted to the 
intellectual organs, is this : Erect a perpendicular line from 
the most prominent part of the zigomatic arch — the bone 






CLASSIFICATION OF THE IRTELLECTUAL FACULTIES 15 

which commences just in front of the ears, and runs towards 
the eye — and the amount of brain forward of that line, indi- 
cates the size of the intellectual lobe. This method of meas- 
uring the intellectual lobe, is far better than that of measuring 
from the ears forward, which is very imperfect, first, because 
it measnres a part of the propensities ; and secondly, because 
the organs are sometimes short and broad, and sometimes 
slim, or long in proportion to their breadth. 

These faculties are usually divided into two classes ; yet I 
am satisfied that making a third class will still farther facilitate 
their study . The first developes of these, as well as the most 
important, are the organs in the middle portion of the forehead 
embracing Individualy, Eventuality, and Comparison, which 
might be called the knowing organs, being the first, if not the 
main, channels through which a knowledge of things, especi- 
ally of the phenomena and laws of nature, enters the mind. 

Nearly all children will be found to have a great fulness, if 
not marked prominence, commencing above the nose, and ex- 
tending upward through the middle of the forehead, to its up- 
per part 5 and, in accordance with this development, they 
have an insatiable curiosity to see, see, see everything; to 
know all about whatever is passing ; and to ask what is this, 
and what is that; together with a remarkably retentive mem- 
ory of stoiies, facts, and what they have seen, heard, or read. 
Besides being a proof of the truth of Phrenology, this shows 
how to educate children / namely, by showing them things, 
rather than books — by exhibiting/acte, and explaining the op- 
erations and phenomena of nature. 

Secondly. The perceptive organs, which give a talent for 
judging of matter, and effecting physical ends. Combined 
with Acquisitiveness, they give a talent for deciding upon the 
value of property, land, live-stock, goods, &c, and upon the 
shortest, surest road to wealth. Such men as Astor, Girard, 
&c, have a heavy brow, a great projection of the eyebrows over 
the eyes, or a deep, sunken eye, which indicate the develop- 
ment of these faculties. Combined with Constructiveness, 
this development gives a talent for judging correctly of ma- 
chines, inventions, mechanical works, architecture, contracts, 
&c, &c, together with a talent for discovering and applying 



16 DIFFERENT FORMS OF FOREHEAD. 

mechanical principles in new ways, or to new ends. Great 
inventors, such as Whitney, Fulton, Winans, &c, have this 
development, and so do superior engineers, contractors, &c. 
Combined with the mental Temperament, it delights in the 
study of the natural sciences, as distinguished from literature, 
(which is imparted by the organs in the middle line of the fore- 
head above the nose, or those already described,) and consti- 
tutes a truly scientific mind, and is always large in such men 
as Cuvier, Buffon, Eaton, Day, Hitchcock, Silliman, Hersche], 
&c. 

The only remaining form of forehead is, that in which the 
reflective faculties predominate. This may be known by a 
high and wide forehead ; one that is perpendicular, aud has a 
square appearance at the upper part. This indicates a think- 
ing, reasoning cast of mind, and a desire to look into the 
causes of things ; a talent for adapting means to ends ; for 
contriving and creating resources, inventing, and effecting 
much with scanty means. What is commonly known as good 
judgment, depends upon this organization. It gives depth 
and strength of intellect, and the higher kind of mind, yet not 
brilliancy, or what is called smartness, which depend upon the 
form of the forehead first described. This class of faculties is 
less likely to be called out than most others, and hence, men 
having strong minds and great originality and penetration, 
often pass through life like a lion in a cage, without all oppor- 
tunity of showing their intellectual strength. Such are great 
only on great occasions, yet, if placed in situations calculated 
to call out their powers, they will be found adequate to any 
emergency, and the natural leaders of those whose perceptive 
faculties prevail. Reasoning intellect oversees and directs, 
while perceptives intellect executes. 

A hollow, or depression, in the centre of the forehead, in- 
dicates a defective memory of details and smaller matters ; 
while a depression extending through the middle of the fore- 
head from side to side, indicates a treacherous memory of de- 
tails, names, dates, incidents, every-day occurrences, &c. 

We will now analyze the separate organs, and show how 
to excite each of them. 



analysis and hdaptation of individuality. 17 

INDIVIDUALITY. 

Observation of things : curiosity to see and examine objects : noticing 
things in their isolated capacity, and as independent existences : 
cognizance of the identity, personality, or individuality of bodies : 
power and desire of observation. 

Adaptation. — On looking at any thing, as a book or a pen, 
the first impression made upon ns is that it is a thing. It is 
its personality, its individuality, its thingness that first enters 
the mind. Before we can examine its uses or properties, we 
must know that it is a something. The material world is 
parceled out into single objects without number, each of which 
has a separate existence of its own. Thus, who can count 
the sands upon the sea-shore, or the leaves or twigs of the 
forest, or the particles of matter ? And each, in its very nature, 
has a separate existence of its own. To this necessary 
property of matter, therefore, this faculty is adapted. 

This is the looking faculty. Its one distinctive function is 
to see things. It asks, what is this, and what is that. It 
creates that intellectual curiosity, as well as that instinctive 
desire to examine and discover things which has resulted in 
most of the discoveries of modern science, improvements in 
agriculture, the arts, science, &c, and discovered Phrenology. 
It is that door of entrance through which a knowledge of 
things is received into the mind, and takes cognizance of what 
is called the "divisibility of matter," or that quality which 
allows a body to be divided and sub-divided ad infinitum, 
while each portion cut off still remains a distinct thing. 

As this faculty is the door through which a knowledge of 
external objects enters the mind, so its organ is one of the first 
developed in infants. The babe of a few hours, or at least 
days old, begins to look at surrounding objects ; and to notice, 
gaze, and stare. Indeed, this curiosity to see and handle every 
thing, to pull things apart so as to see what is inside of them, 
&c, seems to be one of the strongest intellectual desires and 
functions of childhood and youth, as well as the great medium 
of receiving information. This looking tendency of children 
is too strong, too unequivocal to be mistaken, and the result 
to which it brings us, is equally conclusive and unavoidable. 
It says, and in language too loud, too plain, to remain unheard 
or be misconstrued — the language of nature — that children 

2 



18 TEACHING CHILDREN THINGS FIRST, BOOKS AFTERWARDS. 

should be taught by observation first and mainly, from 
books, afterwards and secondarily. Is not seeing a thing 
infinitely better than any description of it that can be given, 
especially on paper ? This insatiable curiosity of children, 
and their extraordinary development of Individuality, together 
with the incontestable fact that what Ihey see is far more 
vividly and indelibly impressed on their minds than what 
they read, expose the fallacy of the almost universal opinion 
that children must learn to read and spell first, as almost the 
only medium of acquiring knowledge. It also shows that the 
general custom of consuming five or more years of the most 
valuable portion, of life in learning to read and spell, is 
unnatural and injurious. The fact is that education is now 
begun at the wrong end, and conducted upon erroneous 
principles throughout. In educating children, should we not 
follow the order in which their organs are developed ? Every 
other course is at war with their natures, and therefore 
preposterous. They learn by means of their organs > and 
therefore they should be taught nothing appertaining to any 
organ till it is developed. But as soon as any intellectual 
organ begins to be developed, its cultivation should be com- 
menced. Individuality is one of the first of the intellectual 
organs developed, as well as one of the most prominent m 
childhood and youth, and therefore education should be begun 
and continued by showing them things, and how to do things. 
Shall we require them to study subjects which they have not 
yet the power to comprehend ? As well set the blind tc* 
selecting colors, or the deaf to learning music. 

This error of teaching children from books instead of 
observation, is almost fatal to the exercise of intellect, and of 
course to the development of both the intellectual faculties 
and their organs, Reading is arbitrary, and requires a vigorous 
and protracted exercise of the intellect ; whereas observation 
is natural, as much so as breathing or sleeping. Learning to 
read is irksome and therefore repulsive, but observation is 
delightful and attractive, and thereby stimulates the mind to 
a far more vigorous action than books which are disagreeable 
have the power to do ; for, all know with how much greater 
energy the mind grasps and masters what it likes than what it 
dislikes. Learning to read does not interest children, and 



¥HE PATAL DEFECT OP MODERN EDUCATION. 19 

therefore does not call their intellectual organs into action*, 
and therefore weakens instead of strengthening or enlarging 
them ; while observation, having things shown and explained 
to them, delights them beyond measure, which calls their 
intellectual organs into exercise, and this enlarges them, and 
facilitates their action, as well as disciplines and invigorates 
the mind. 

In the light of this principle, no wonder mankind are so 
ignorant and every way so unintellectual. No wonder they 
flock by thousands to see monkey shows, circus-exhibitions, 
and every tom-foolery and humbug that may be -started, yet 
take but little interest in purely scientific or intellectual 
matters. True, fhey flock in crowds to hear an eloquent 
speaker, yet it is because he rouses their feelings, but how 
few go to hear close reasoners, or read sound philosophical 
productions. No wonder that mankind bestow most of their 
time and labor upon the gratification of their feelings and 
passions, and that even their religious belief and practice are 
mainly a matter of education or feeling, and little of intellect. 

This lamentable deficiency of intellect is certainly not 
constitutional. It is not the fault of man's nature ; for, as 
already seen, Phrenology lays down the doctrine as funda- 
mental and universal, that intellect should direct and govern 
all our feelings ; and what nature requires she provides. She 
requires sufficient intellect to guide the feelings and moral 
sentiments, and accordingly, nearly all children have superior 
intellectual developments — far better, in proportion, than adults. 
How much oftener do we see fine foreheads on children than 
on grown persons ? But why this relative decrease of those 
organs designed and adapted by nature to guide and sway 
man ? What causes this relative decrease of the intellectual 
organs in adults ? That which causes colored children to have 
better heads than colored adults, and colored people at the 
north than those at the south 5 namely, because nature does 
more for them than education perfects — because they become 
weak from mere inaction ; and this is because their studies 
are not adapted to their faculties — because books are made to 
precede and supersede observation and facts, and the conse- 
quent want of interest in their studies. Want of interest in 
Sheir studies is the fatal secret of our intellectual inferiority. 



.20 EVILS OF SENDING YOUNG CHILDREN TO SCHOOL. 

The inability of children to comprehend book-studies, together 
with their utter want of adaptation to the order in which the 
faculties are developed in children, is the primary, procuring 
cause of all. 

I know, indeed, that I am advocating a bold innovation $ 
and sapping, or rather undermining the very foundation of 
modern education ; that I am demolishing, at a single stroke., 
an Idol to which parents cling as they do to their children 
themselves, and on whose altar millions are annually sacrificed 
in body, and almost ruined in mind — but I cannot help it ; for, 
my data is Phrenology, and my inferences are conclusive. 
From the universal fact that Individuality is the first and most 
prominently developed intellectual organ df children, there is 
no appeal ; and, from the inference that, therefore, this organ 
should be brought into habitual action in them ; that to show 
and explain things to them should even be the leading object 
of early education, is direct and unequivocal. That teaching 
them to read and spell, exercises their observing powers but 
little, or at least not to any extent worth naming, is self- 
evident. It even absolutely prevents observation, instead of 
promoting it. What is there within the walls of a school- 
house for children to see ? Absolutely nothing but an occa- 
sional prank of some mischievous scholar, at which, if they 
see, they naturally laugh, and for this they get chastised or 
boxed over the ears, accompanied with a "There, now, see 
that you keep your eyes on your book." As well chastise 
them for breathing, or for being hungry ! Shut out from the 
view of objects at school, and mostly confined within doors 
while at home, no wonder that they lose their intellectual 
curiosity, and find their minds enfeebled. Their arms, or 
feet, or any other physical organ, if laid up in a sling, or pre- 
vented from exercise, would also become enfeebled. At three 
years old, just when they require all the physical energies of 
their yet delicate nature for growth, they must be confined in 
a school house ; their growth thereby stinted ; and fatal disease 
often engendered, and all to spoil their intellects. True, 
parents mean it for the best, but that no more obviates the 
evil consequences, than giving them arsenic, with the intention 
of benefitting them, would prevent its killing them. 

But this bold, and at first apparently revolting position, is 



OBSERVATION MUST PRECEDE REASONING. 21 

still farther established by the method by which the human 
mind arrives at all correct conclusions. Reasoning alone, 
without its being founded upon observation, cannot teach any 
thing. Would reason alone ever have discovered, or can it 
even perfect Phrenology ? Can reason teach us, in the first 
instance, that the function of a muscle is motion, or of a nerve, 
sensation 5 that the eye was made to see ; that heat can be 
obtained from trees? that water can quench thirst, and food 
satiate hunger ? that a stone thrown into the air will fall again 
to the earth ? Observation must always precede reasoning. 
After we have seen thousands of stones that were thrown into 
the air return to the earth ; seen food satiate hunger, and 
water quench thirst, each, thousands of times, &c, we may 
then begin to reason that other stones thrown into the air will 
also fall to the earth, that food in other cases will satisfy 
hunger, and water allay thirst, &c. The inductive method of 
studying nature, namely, by observing facts, and ascending 
through analogous facts up to the laws that govern them, is 
the only way to arrive at correct conclusions — the only safe 
method of studying any science or operation of nature, Phren- 
ology included, or of ascertaining any natural truth. 

Now, the minds of children are only the minds of adults in 
embryo. The former are compelled, by an unbending law 
of mind, to gain all their knowledge by the same process by 
which the latter perfect theirs — by observation, followed by 
reason. Then let children be taught this lesson of induction 
as their first lesson, their main lesson during childhood. This 
lesson never falsifies ; books and papers sometimes do ; and 
thereby bias and warp their judgment, implant errors, and 
blind reason. 

I now appeal whether I am not on philosophical, as well as 
phrenological ground — whether I am not planted on a law of 
mind, and whether education should not be made to conform 
to this law. Is not this point self-evident ? and should not 
education be at once remodeled in harmony with it ? I doubt 
whether fifty years will pass, if twenty, before this funda- 
mental change will be effected. I even expect to live to see 
it, even though the good (?) old way is so thoroughly riveted 
upon the affections of parents. But let every reader ask him- 
self what good his books did him while a child ? Let him 




22 MEANS OF CULTIVATING INDIVIDUALITY. 

look around, and he will doubtless find, what we have been 
astonished to observe, that many men having the strongest 
minds as well as memories, and the best business talents, do 
not know how to read or write. Let him ask which is prefer- 
able, book-learning, or common sense ? a college learned 
sapling, or a strong-minded, common sense citizen who cannot 
read ? and train his children accordingly. Not that reading- 
is not good, but that common sense is far better. Not that I 
would have reading, writing, and spelling neglected, but I 
would make them secondary, both as to time, and as to intrinsic 
importance. 

The course pointed out by Phrenology, then, is simply this. 
Even before your child is three months old, place a variety of 
objects before it ; take it into rooms and places which it has 
not yet seen, and hold it often to the window to look abroad 
upon nature, and see things that may be passing, &c. At six 
months, take hold of the things shown it, and call them by 
name, as plate, bowl, knife, fork, spoon, table, bed, &c. At 
one and two years old, take it out of doors much, (which will 
strengthen its body as well as afford increased facilities for 
seeing things,) show it flowers, trees, leaves, fruit, animals, 
&c, in their ever-varying genera and species ; and when it 
asks you " Pa, what is this ? " "Ma, what is that ? " instead of 
chiding it with an " Oh, dear, you pother me to death with 
your everlasting questions, do hush up," take pains to explain 
all, and even to excite curiosity to know more. Take your 
children daily into your fields, or gardens, or shops, and while 
you are procuring them the means of physical support and 
comfort, store their minds with useful knowledge. Even if 
they hinder you, rejoice ; remembering that you are developing 
their immortal minds — a matter of infinitely greater impor- 
tance than adorning their persons, or leaving them rich. 

As they become three and four years old, take them to the 
Museum : show them all the fish, birds, animals, &c. Tell 
them all that is known about the habits, actions, and condition 
of each, (not all in a day, or in a year,) and provide them with 
books on natural history, with explanatory cuts, (what, for 
children to read before they have learned their letters ? no. 
but) so that, as they clamber upon your lap, and fold their 
filial arms around your willing neck, you may show them 



PARENTS SHOULD BE TEACHERS. 23 

these pictures, and read what is said of the habits, dispositions^ 
modes of life, &c. of the animals represented. Show them the 
minerals, their diversity, colors, kinds, &c. ; and then take them 
into the laboratory of nature, and show them the operations of 
the chemical and philosophical world. 

Take them again into your garden ; show them a pretty 
flower, (reader, did you ever see a child that was not extra- 
ordinarily fond of flowers ?) show them its parts and the uses 
of each ; the calyx and its texture and location as adapted to 
the protection of the flower ; the petals and their office ; the 
stamens, and their office ; the pistil, and all its other parts, with 
the uses and functions of each, and your child will be delighted 
beyond measure. The next day, show it another and different 
flower; point out their resemblances and differences, and you 
not only gratify, or rather excite and develope your child's in- 
tellectual curiosity, but also teach it to analyze, compare, clas- 
sify, &c. — the first step in reasoning. 

"But I do not know enough,' 7 says one parent. Then go 
and learn. Let young ladies spend less time over their toilet, 
music, love-tales, parties, "setting their caps," &c, so that 
they can learn the more, and be the better qualified to culti- 
vate the intellects of their children. Parents are solemnly 
bound, in duty to their children and their God, not to become 
parents till they are qualified to educate and govern their chil- 
dren. 

"But I have not the time/' says another. Thenyou should 
not have time to marry. Take time first to do what is most 
important. But more hereafter on the duties of parents to 
educate their own children, and also on the qualifications 
requisite for this most responsible office. I will first show 
how to educate children, and then, how to find time to do it. 
And yet, strange inconsistency, many young people rush head- 
long into the marriage state, totally unqualified to train up 
their children, either intellectually or morally. And it is still 
more strange, that, with all the interest felt in this subject, and 
all the efforts made to improve it, we have only made matters 
worse ; because, the modern systems of education are not 
founded in the nature of man ; but, in nearly every feature, 
.are in direct violation of that nature, especially of the natures 
of children; 




24 MEANS OF CULTIVATING MEMORY. 

Having thus laid the foundation of education in observation? 
not books, I proceed to build its first story, which consists; 
in the cultivation of 

EVENTUALITY:* 
Desire to witness or make experiments ; to find out what is ; to knowj 
what has been, and to ascertain what will be ; love of knowledge ; 
thirst for information ; desire to hear and relate anecdotes ; recol- 
lection of action, phenomena, occurrences, circumstances, .historical 
facts, the news of the day, events, &c. 

Adaptation. — Nature is one great theatre oi action, mo- 
tion, and change. These changes or operations, are almost 
infinite in number and variety. Rivers are ever running, the 
tides ebbing and flowing ; the seasons going and returning ; 
vegetation springing up, arriving at maturity, or returning 
to decay ; and all nature, whether animate or inanimate, is 
undergoing one continual round of changes. Man, so far from 
being exempt from this law, is a perfect illustration of it. In- 
stead of being placed in the midst of one monotonous now, 
one unchanging sameness, his heart is ever beating, blood al- 
ways flowing, lungs ever in motion, and his mind (at least in 
its waking state) experiencing a number and variety of inci- 
dents or events never to be told ; for, the very recital of them, 
would only double their number. Innumerable historical 
events have been continually transpiring from the first dawn 
of human existence until now, widening and varying with the 
addition of every successive being to our race. To be placed 
in a one-condition state, in which no changes or events occur 7 
would preclude all happiness ; for, the very experiencing of 
pleasure or pain, or even of any mental exercise, is itself as 
event. Even the sciences themselves are only an enumera- 
tion of the operations, or the doings of nature. Or, in ease 
these changes existed, if man had no primary faculty which 
could take cognizance of them, or remember them, nature 
would be a sealed book ; suffering and enjoyment impossible :, 
experience, our main guide to certain knowledge, and the best 
of teachers, unknown ; and all the memory of the past and 
even of our own existence, obliterated. 

* In this work, little attention will be paid to the order m which the 
intellectual organs are usually described, but they will be taken up m 
that connexion which will best illustrate and enforce the author's ideas 
and conclusions* 



MEANS OF CULTIVATING EVENTUALITY. 25 

Eventuality, therefore, adapts man to his existence in a 
world of changes and events ; lays up rich treasures of know- 
ledge ; recalls what we have seen, heard, read, or experienced ; 
is the main store-house of experimental knowledge ; and aids 
reason in teaching us what will be from what has been. The 
function of no intellectual faculty is more important, and the 
loss of none, more injurious. Its development follows closely 
upon that of Individuality; being one of the earliest and 
strongest intellectual faculties manifested in children. Without 
this to retain the knowledge they are hourly acquiring, they 
could not advance a single step in acquiring that experimental 
knowledge of things, the application of which is indispensable 
in every thing we say or do. The constitution of the human 
mind requires that Individuality, or a craving curiosity to see 
every thing, should be developed and exercised before reason, 
or any other intellectual faculty can be brought into action ; 
and, secondly, that Eventuality or the memory of things seen 
and knowledge acquired, should follow next ; and, that these 
two mental operations should constitute the main body of all 
our knowledge, as well as the only correct basis of all reason- 
ing. Inferences not drawn from facts, or not founded in them, 
are valueless. Reason without facts, is like an eye in total 
darkness, or rather, reasoning cannot exist without being based 
on facts ; or, more properly, reasoning is only a general fact, a 
law which governs a given class of nature's operations. This 
arguing and drawing inferences independently of facts is not 
reasoning, it is only guessing, or surmising, or giving a there- 
fore without a wherefore, which is no guide to truth, and 
worse than valueless; for, like an "ignis fatuus," it only mis- 
leads. 

These remarks, though they present the function of Event- 
uality in its true light, by no means do justice to its importance ', 
which it is impossible for words to express. Still, they show 
the necessity of its cultivation in children, and that every other 
faculty, except observation, which is its twin-sister, must givk 
way to its early improvement. I shall next consider 

THE MEANS OF STRENGTHENING MEMORY OF EVENTS. 

This can be effected only by calling it into vigorous and 
habitual exercise ; and this must be done, particularly in 
children, by keeping before the mind interesting events to be 



26 CULTIVATING MEMORY OF EVENTS. 

remembered. All this can not be done in school ; for, little 
occurs there to be remembered except their plays. A short 
story will best illustrate and enforce this point. 

A teacher taking a little girl upon his knee, asked her if she 
went to school, "Yes, sir," said she. "And what do you do 
in school ?" inquired he ; "I set on a bench and say «#," was 
her answer. Children from three years old and upwards, are 
sent to school to set on a bench and say A ; or, to spell A B, ab ; 
or, B A, ba, K E R, ker, ba-ker, &c, which they do by rote, 
just as a parrot says "pretty polly," and know just as much 
about it, and it does them "nearly" as much good ; whereas, 
confining them in-doors, preventing their taking exercise, even 
to their nestling or moving on their seats, (for which they are 
often punished,) and also compelling them to breathe a vitiated 
atmosphere, does them a thousand fold more harm than saying 
A does them good. Strange that parents and teachers have so 
long violated this leading principle of intellectual culture, and 
no wonder that so many are consequently cursed with treach- 
erous memories. Swing up the arm or foot of a child six or 
more hours daily, for years, and punish it for moving it, and 
see if it does not become as feeble as the memories of most 
persons now are ; and, for precisely the same reason — inaction. 
In addition to this, children are required to remember what 
does not at all interest them. Of what interest to them is the 
calling of a certain shape by A ; of another, by B., &c. ; or that 
a b spell ab ? Just the same that "pretty polly " is to the par- 
rot, and for the same reason. But only tell them a story, or 
just show and explain passing things to them, and they are 
instantly electrified with interest. Their attention is riveted, 
and their memory of the story, or of the thing seen, is power- 
fully excited, and the organ of Eventuality exercised, and 
thereby enlarged. 

Do you ask, then, what course of early education Phren- 
ology points out ? I answer : Show them things, and what 
things do. Tell them stories, and exhibit to them the opera- 
tions of nature first ; teach them to read and spell afterward. 
Have you, mothers and nurses, never seen children open 
their eyes with the dawn of day, and plead " mother, tell me 
a story," — "please, mother, do tell me a story?" And have 
you never heard the impatient answer, "Ohush; I've told 



THIS METHOD TAUGHT IN THE BIBLE. 27 

you all the stories I know ?" I know nothing that will stop 
a child's crying, quicker than telling it a story. I know of no 
mode equally delightful to them, and, I might add, equally 
profitable. 

There is a vast amount oi common sense and human nature 
in the Bible. To say nothing of its authenticity, how perfectly 
does it harmonize with this principle, when it directs the Jews 
to "tell the Lord's doings to their children, and their childrens' 
children, and they again to theirs, by the way -side, and by the 
fire-side, when you lie down, and when you rise up." 
"Write them upon the doors/' &c, "that they may be a 
perpetual token of remembrance," &c. In other words : Tell 
your children, your grand -children, and your great grand- 
children stories of God's dealings with the children of 
Israel ; their sojourn in Egypt ; their departure ; their wander- 
ings in the desert ; their rebellions, and all the incidents con- 
nected with Jewish history. The tenacious adherence of this 
tiation to their ancient customs, renders it highly probable that 
this injunction is followed more or less to this day ; and, 
accordingly, I have invariably found Eventuality surprisingly 
large in Jews ; larger than in any other class. It is probably 
not too much to add, that our best oriental and historical 
scholars are Jews. From what I have seen of them in this 
respect, I unhesitatingly assert, that they far exceed any other 
people. But of this, the reader can judge for himself. What 
history equals that of Josephus for accuracy or minuteness of 
detail ? And is not the Bible, considered merely as a history ? 
characterized for the same qualities ? 

Again : the North American Indians perpetuate their histo- 
ries in the memories of the rising race. The old grand-father, 
too feeble to wield the tomahawk or chase the stag, takes his 
little grand-son upon his knee, and recounts to him, with a 
minuteness and accuracy of which we can form no idea, the 
battles he has fought, the enemies he has killed, and the man- 
ner of killing them, his journeys and every little circumstance 
connected therewith, even to the starting of a deer, or the fly- 
ing of an owl ; as well as the aspect of the country, the 
mountains crossed, and rivers forded, and their windings, &c. 
A specimen of their astonishing powers of recollecting and 
narrating, is to be found in the life of Blackhawk, dictated by 



28 CULTIVATION OP MEMORY IN CHILDREN. 

him to an interpreter after his first visit to this country, some 
of which was extracted into the Phrenological Journal, Vol. I, 
No. 2. That article the writer prepared ; and, in looking over 
the work for selections to illustrate his developments, I was 
surprised at the perspicuity and minuteness of details of his 
story. Beginning back at the time when his tribe inhabited 
Montreal, he related, and that at the age of 70, those prophetic 
revelations which preceded their removal, and all the incidents 
of their successive journeys as the whites drove them back, 
and still farther back; the particulars of his joining Tecumseh 
in fighting against Gen. Harrison ; the details of the war in 
which he was taken prisoner ; the injustice of the whites ; his 
travels through the United States ; whom he saw, and what 
was said on various occasions, &c, &c, with a precision 
of detail which is rarely if ever found in our own race. I 
hazard nothing in saying, that the Indians know more of their 
national history than the Anglo-Saxons do of theirs ; because, 
the former tell it to their children in the form of stories, while* 
the latter put it in their libraries, and teach their children to 
"set on a bench and say A." Let the two but be united — 
the very course I propose to pursue — and the attainments of 
our children would doubtless be incredible, far exceeding any 
thing now known. 

Let every reader ask himself whether he does not remember 
the incidents and stories of childhood with a clearness and 
minuteness with which his present memory bears no compari- 
son ? But why this weakening of this kind of memory ? Be- 
cause you sat "on a bench and said A ;" that is, because your 
early education repressed instead of exciting Eventuality ; so 
that its inaction diminished it, and not because the constitution 
of man requires it to become enfeebled by age. You had 
nothing to remember, and therefore remembered nothing. And 
if you wish to improve your memory, go to remembering ; 
for, the more you try to remember, the more you do remember, 
and the more you remember, the better you are able to remem- 
ber. It is a mistaken notion, that the more you tax your 
memory, the less you remember. The reverse is the fact, 
fact, unless other things confuse you, and wear out your brain. 
Ask our post-office clerks, if they do not find their memories of 
names, faces, changes ordered, &c, to improve instead of be- 



the author's experience. 29 

coming weaker. Many a lesson of this character have my 
travels taught me. In South Boston, I requested several omni- 
bus drivers to do errands in Boston, to bring over one thing and 
another, and noticed that they never took a memorandum of 
the errand, and never made a mistake. They often do twenty 
errands at a trip, and do not put down a single one on paper ; 
yet seldom make a mistake. The second time I went to the 
post-office in Boston, the clerk, without looking over the letters, 
told me I had none. I requested him to look. He said it 
was of no use, still, to satisfy me, he looked, but found none ; 
and, scores of times, he told me that there was, or there was 
not, any thing for me, the moment he saw my face, without 
my being able to detect a single mistake. If he said yes, he 
found something ; if no, nothing. Must it not require a most 
extraordinary act of memory to tell whether any of the vast 
number of mails arriving daily, brought a letter for me or not, 
or for any of the thousands who were constantly applying, 
whether strangers, as I was, or citizens ? Yet, doubtless, 
every reader of these pages, might have had, perhaps can yet 
obtain, as good a memory about some things, if not every thing, 
as this clerk has. 

My own experience on this point is, perhaps, worth 
relating. From the first, I have practised giving writtn 
descriptions of character along with charts ; and, when a com- 
pany was examined, or when several examinations were made 
in succession, being compelled to postpone the writing till I 
had more leisure, I charged my memory with two things ; first, 
the size of every organ in each person examined ; and, secondly, 
with what I said about each, until I could write them out, 
which often was not till days afterward, and till hundreds in 
the meantime had been examined. I sometimes took memo- 
randa at the time, but would not look at them till I had 
written what I remembered, and have seldom had occasion to 
add any thing. When I did not charge my mind with the 
examination, it passed out of it as the person left the room, 
unless it was worthy of being remembered, or unless my brain 
was exhausted by fatigue. To say that my memory, not 
only of examinations, but also of places, faces, and the size of 
organs, has doubled several times, is to fall short of the fact. 
It is rare that a circumstance, though trifling in itself, is men- 
tioned as connected with my visit to a certain place or family, 



30 NOTE DOWN THINGS TO BE REMEMBERED, 

which is not remembered, the only difficulty being in remem- 
bering names — -a point to which, till recently, I never attended \ 
and now, only slightly. In Boston, having occasion to order 
an article by packet from Philadelphia, on taking out my 
pencil to write the names of the ship and captain, its leads 
were out, and no means of making the momoranda were at 
hand. Applying this principle, I thought it over and over and 
over again, till "The Robt. Wain," Capt. Martin, was indelibly 
impressed upon my recollection. In visiting families — and I 
often have appointments every evening for three weeks ahead 
—I never allow myself to note down either name, date, street, 
number, or hour, or the number to be examined, and all from 
practising the principle I am urging. Nor would the gold of 
the world, if such a thing were possible, buy of me the mere 
improvement in the various kinds of memory effected by 
applying this principle. Let the reader practise it, and in five 
years, he, too, will say the same. Nay, more. Doubtless 
every reader may double the power of any kind, or of all 
kinds, of memory in six months, and improve it fifty per cent 
in one month. At least, it is worth the trial'— which consists 
only in the vigorous and habitual exercise of your mind upon 
what you wish to remember — a simple remedy, but a glorious 
result. 

Following out this principle, I seldom lecture from notes, 
but from memory alone ; though never commit, in which, not 
having practised, I do not excel. My work on Phrenology 
was composed, not from notes, but from recollecting the heads 
and characters of those described in it ; and I could fill ten 
more just such volumes from the same source, without depart- 
ing one iota from what was said at the examination, except 
omitting unimportant parts. 

These remarks about myself, which might be greatly ex- 
tended, are not prompted by a boastful spirit ; for, I claim no 
great credit for doing what my business compels me to do ; 
but, by a desire to present the reader with a scene from real 
life as a sample of the means of exercising, and thereby im- 
proving, the powers of memory, especially of Eventuality, as 
well as to illustrate the great law on which the education of 
the opening mind should be conducted. I will just add, that 
the study of Phrenology far exceeds all the mental exercises I 



IN THE HEAD, NOT IN THE POCKET. 31 

ever experienced or read of, for disciplining the memory, and 
improving the mind. Its study is, therefore, cordially recom- 
mended not only on account of the glorious truths and rich 
mines of thought it opens, but merely as a means of strength- 
ening the memory and improving the mind. But more of 
this after I have analyzed the other intellectual faculties. 

Were other illustrations of the extent to which memory 
may be improved by exercising it, necessary, I might state cases 
related to me in my practice. Mr. White, dentist, Tenth 
street, near George, Philadelphia, informs me that his wife's 
uncle, who resides near Reading, Pa., was unable to read, 
or write, or keep books, and yet, that he usually did business 
to the amount of hundreds of thousands of dollars, annually, 
without ever having been known to make a mistake as to the 
amount due from him or to him, till after he became intem- 
perate. 

After giving this lecture in Clinton Hall, in February last, 
a gentleman stated to me that he knew an extensive drover 
in the New York market, who could not read, write, or keep 
books ; yet, who would sell out a drove of hundreds of cattle, 
one to one man, another to another, a half to a third, and a 
quarter to another, and yet, keep every one in his head, their 
weight and price, and amount due from each ; and, said he, 
" I never knew a single mistake ; and, what is more, he will 
do the same of droves sold years ago." He stated it as his full 
conviction, that he never forgot a single hoof he ever sold, or 
its weight, or price, or purchaser. If the reader thinks that 
this draws too largely upon his Marvellousness, I reply, wait 
a little ; for, you may yet see collateral evidence of its truth. I 
give it as my full and deliberate opinion, that the mind of man 
is so constituted as to be able, if the organs be fully developed 
and mind properly disciplined, and if the body be kept in the 
right state, to retain evert thing it ever received. Unques- 
tionably, our memories are originally constituted to be fact 
tight — to let no event of our Jives, nothing ever seen, heard, 
or read, escape us, but to recall every thing committed to its 
trust. Look at the astonishingly retentive memories of chil- 
dren. And yet their brains are still soft and immature. What, 
then might the memory of adults become ? As much strong- 
er, more minute, and tenacious, as their brains are capable of 



32 EXPERIENCE OF m'gRUIGAN. 

becoming more solid and vigorous. But modern education 
weakens, instead of improving the memory ; first, by relaxing, 
weakening, and almost destroying the tone and power of the 
body, and thereby the vigor of the organs in the base of the 
bj&in, including the perceptive or knowing organs,* and, 
secondly, by giving them, especially Eventuality, little stimu- 
lus, little food, so that it becomes enfeebled by sheer starvation 
and inaction. It has little to do, and therefore does not do 
that little ; carrying out the principle that " From him that 
hath not, shall be taken away even that he hath" 

A similar fact, but one still more in point, occurs in the case 
of Mr. McGruigan,of Milton, Pa. In 1836, I examined his 
head, and found all the intellectual organs amply developed. 
I well remember the bold prominences of Casuality, as well as 
the perpendicular ridge, somewhat resembling a part of a pipe 
stem, extending upwards through the centre of the forehead, 
which indicates the recent enlargement of this organ. In my 
visit to Chambersburg, Pa., in 1S39, he waited on me to re- 
quest an hour's interview. He then expressed himself in the 
strongest terms as to the extent to which memory was capable 
of being improved, expressing the strongest desire to be, what 
his age and circumstances prevented his becoming, a public 
lecturer, simply that he might enforce upon young men the 
importance of memory, and the means of cultivating it. 

He said that at twenty -five, his memory was most misera- 
ble. If he went from his house to his shop for any thing, he 
usually forgot what he went for. If he went to town, he for- 
got most of his errands. He could not recollect any thing he 
read or heard, neither names, nor words, nor dates, nor facts. 
At length he resolved no longer to submit to this forgetfulness, 
but to discipline his memory, in doing which he adopted the 
following method. When he wanted any thing from his 
house, he would think over and over in his mind what it was 
that he wanted, thus exercising his Eventuality upon it, and 
thereby remembered it. He would read a passage and re-read 
it, and then think it over and over, or, in phrenological lan- 
guage, would exercise his Eventuality upon it, strongly im- 
pressing it upon this faculty. He would then lay by his book, 

* The proof and explanation of the relative or reciprocal influences 
between the body and the base of the brain, will be given hereafter. 



THE EXTENT OF HIS KNOWLEDGE. 33 

and still revolve it in his mind, and then read another passage, 
and go through the same process in reference to both together, 
and so on with the entire book ; thus constantly exercising his 
Eventuality. After a little, he could keep the history of two 
books, and then of three, and four, each clearly before his mind 
at once,, and carry them along in his memory as he reads them. 

But he found that he forgot names. He pursued the same 
course in reference to this kind of memory, and thus improved 
it also. But he observed that he forgot where on the page he 
left off, and was obliged to turn down a leaf. This would not 
do. He each time impressed upon his Locality where he left 
off, and that in each book, and shortly found this kind of 
memory likewise improved. He also exercised his Causality 
in philosophizing upon what he read. Now, if Phrenology be 
true, his organs of Eventuality, Locality, Language, &c, must 
once have been small, but now they are all large, showing 
their increase by exercise, and he informed me that now, at 
sixty years of age, his mind is more vigorous, and his memory 
more retentive, than ever before — that it still continues to im- 
prove, though at his age, all kinds cf memory are usually fee- 
ble and declining. 

Let it be observed, that he adopted the very method to in- 
crease his organs pointed out by Phrenology, namely, the 
vigorous exercise of the very powers he wished to improve. 
He is acknowledged to have the best memory, and to be the 
best informed man in central Pennsylvania. Lawyers, doc- 
tors, and the literati from all that section, go to him to obtain 
information on doubtful points, and deem it a great privilege 
to hear him discourse, and to gather that information which his 
extensive reading and perfectly retentive memory enables 
him to impart. You who have poor memories, go and do 
likewise ; for, your memories, equally with his, are susceptible 
of improvement, and probably to as great a degree, provided 
your constitutions are unimpaired, health good, and regimen 
proper. 

This case furnishes an additional fact to prove that the or- 
gans are capable of being increased ; for, if Phrenology be 
true, Eventuality must have been small at twenty-five ; but 
it has now become large, from its exercise. 

3 



34 IMPROVING THE MEMORY BY REVIEWING THE PAST. 

Elihu Burritt, the learned blacksmith, is another example 
of what man's mind is capable of accomplishing. [See J our- 
nal,Vol. Ill, p. 27.] 

Parentage unquestionably contributes its quota to this result, 
but education must perfect it. Nearly all children have pro- 
digious Eventuality, and all adults might have it, if they 
would but tax their memories. If Mr. Burritt's case does not 
prove that all can be Burritt's, Mr. McGruigan's goes far to 
favor that all may be McGruigans. Reader, only try the ex- 
periment as directed, and I will stand sponsor for any failure 
except your failure to persevere in trying it — you giving 
credit in case of a successful issue. 

I might sustain and enforce the point I am now urging by 
almost any number and variety of similar facts, and afford 
additional encouragements to those who are disposed to try it, 
but if what has already been said, is not abundantly sufficient, 
both to prove our position, and to encourage, especially the 
yoang, to adopt the simple and easy course pointed out, addi- 
tional labor would be in vain. Still, that he that runs may 
read, and that no stone may be left unturned in order to ele- 
vate the intellectual character and standing of man, I will add 
a few directions, as samples of what is to be done, and how 
to do it. 

When you retire at night, devote fifteen minutes to a review 
of the events, sayings, and transactions of each day. Thus : 
I rose (Eventuality) this morning at six o'clock, (Time,) went 
to such places, (Eeventuality and Locality,) and did such and 
such things (Eventuality) before breakfast, (Time,) which I 
ate at seven o'clock, (Time,) said and heard such and such 
things at breafast, (here recall the subject-matter of conversa- 
tion,) went about such a business, (Eventuality,) saw Mr. , 

(Form,) who said such and such things, (Eventuality and Lan- 
guage.) This angered me, and I said thus and so in reply, 
(but I ought not to have lost my temper, and will avoid it in 
future,) and so on to the end of the day. Every Saturday 
evening, extend these reviews of the past through the week, 
and then often recall the events of childhood and youth. This 
course, besides disciplining your memories, teaches you one of 
the very best lessons you can possibly learn. It will enable 
you to see your past errors, and to avoid them for the future 



RENDERING REMEMBRANCE PLEASURABLE. 35 

- — will give you a just estimate of your doings, sayings, &c, 
and, though it may cause you to drop a tear of penitence over 
the wrong in feeling, conduct, expression, &c., yet it will be 
the most effective instrument of reform and self-control you 
can employ ; because, the pain felt in contemplating the wrong, 
and the pleasure connected with a review of the good and the 
virtuous, will instinctively lead you to avoid the former and 
practice the latter ; and for precisely the same reason that a 
burnt child keeps out of the fire, namely, because it pained 
him, or that a happy man seeks again and again the cause of 
that happiness. Does not this course commend itself to the 
good sense of the reader, at least enough to secure a trial ? 

This same course should be pursued by parents and teachers 
in regard to children. Ask them what they have seen to-day, 
and when they have told you one or more things, ask them 
what else, and then what else, and get them to tell over all 
the particulars of the doings of the day, which will cultivate 
their Language as well as Eventuality. Then induce them 
to tell over what they saw at such and such times that you 
may name ; to tell you the story you told them about Franklin, 
or Washington, or the Revolution, &c, which may have before 
been told them. Let the elder children tell stories to the 
younger, and let the aged and doting grand-father tell them 
the habits and customs of men when he was a boy, and recount 
to them the scenes of his youth, &c. 

Closely connected with this subject, is one of great import- 
ance, namely, having the recollections of childhood and youth 
all pleasurable, Man not only recalls the past, but he enjoys 
or suffers from these recollections. A single dark spot, a 
single act of our lives that leaves a moral stain upon the disk 
of memory, is ever afterwards capable of piercing us with the 
keenest of pangs, while the recollection of what is pleasurable, 
throws a bright beam of happiness upon us every time it is 
recalled, equal to that experienced in the event itself, which 
thus doubles the pleasure connected with the event a thousand 
fold. Hence, it is immensely important that all our recollec- 
tions should be pleasurable — that childhood and youth should 
be made, and should render themselves as happy as possible ; 
which will greatly facilitate and induce that exercise, and 
consequent improvement, of the memory I am urging* 



36 SHOWING CHILDREN EXPERIMENTS, 

I now put it to the common sense of every reflecting mind 
whether the course thus far pointed out, does not commend 
itself to every reflecting mind as infinitely superior to the pres- 
ent method of educating children? whether it does not account 
for the miserably poor memories of most adults, by attributing 
it to their not being exercised ? whether this not exercising 
the memory is not caused by children's want of interest in the 
common studies of the schools ? and whether this course is not 
in perfect harmony with the nature, laws, and action of mind 
particularly in children ? If so, let it be adopted. 

Another important suggestion, growing out of this analysis 
of Eventuality is, showing children experime7its, chemical, 
philosophical, &c. &c. u What V exclaims an astounded 
reader, " teach children chemistry, natural philosophy, natural 
history, &c, and that before they are taught to read? I 
thought you were a crazy simpleton before, but now I know 
you are." Wait, reader, till we see whether this craziness 
and utter folly do not appertain to the present course of early 
education, instead of to this phrenological course. After 
showing the child things, flowers, animals, the contents of mu- 
seums, &c, as pointed out under the head of Individuality, and 
telling them stories, and exciting their Eventuality, as just 
described, show them the changes and phenomena of matter. 
Show them the whole process of vegetation, from planting the 
seed in the ground, up through all of its changes of swelling, 
sprouting, taking root, shooting forth out of the ground, be- 
coming a thriving plant or vegetable, budding, blossoming- 
shedding its blossoms, and producing seed like that from which 
it sprung. And what if, in thus examining these most inter- 
esting changes, they do pull up now and then a blade of corn, 
or kernel of wheat, or a valuable plant, will not the pleasure 
and instruction thereby afforded them, repay the loss a thou- 
sand fold ? Show them how acorns produce oaks ; peach or 
cherry stones peach or cherry trees, which again produce 
peaches or cherries, and so of other trees and things. Then 
put a spoonful of vinegar into a glass of water, and stir in 
ashes or pearlash, or any other alkali, and watch their surprise 
and delight at seeing it foam and froth, perhaps run over. 
Then explain to them the manner in which pearlash is made 
by draining water through lye, boiling down the lye till it be- 



SHOWING CHILDREN EXPERIMENTS. 37 

comes thick and hard, then melting it, and at last refining it ; 
and then show them how it is that taking this alkali in the 
form of pearlash, or even by drinking water into which ashes 
have been put, is calculated to cleanse a sour stomach by the 
acid and alkali combining and neutralizing each other. 

Then show them how a sour stomach is produced. After 
explaining the position, looks, and office of the stomach,* tell 
them that eating too much, or more than the stomach can di- 
gest, makes this food lie in it so long that it begins to ferment 
or sour, like cider or beer, which disorders the blood, and 
causes sickness unless removed ; that this souring creates a 
gas, which may often be seen blubbering up and the bubbles 
breaking ; that, in distilling grain into alcoholic drinks, the 
grain is first fermented, and this gas converted into alcohol ; 
that it is this same gas which sometimes bursts a barrel of new 
cider or bottle of beer that is working, and makes the cork fly 
out with a noise or explosion similar to the report of a gun, 
and which causes the frothing of new beer, cider, cham- 
pagne, &c. 

Then take a bladder, partly filled with air ; let your child 
hold it near the fire and see it swell, and carry it back and see 
it shrink, carry it up and see it swell, etc., a few times, and he 
will be delighted to observe that heating it makes it swell up, 
and that cold shrinks it. Then let him take a vial or bottle, 
and fill it so that another drop will make it run over, and set 
it down before the fire ; and, as it becomes hot, it runs over ; 
as it becomes cool, it settles down. Then, that this expanding 
of the water is what makes water boil over a hot fire ; the 
bottom which is hottest, expands, and this causes it to rise. 
A few similar experiments will teach your child one great 
truth ; the law of nature that heat expands, and cold contracts, 
all bodies ; that, therefore, a clock or watch goes slower in 
warm weather than in cold, because the pendulum is longer ; 
that a red-hot tire, put on to a wagon- wheel, may be compara- 
tively loose ; but as it cools, it becomes very tight, so as to make 

.* Few children, v even of twelve years old, know that they have a 
stomach. They know that fowls have gizzards, and cattle, hogs, &c, 
paunches, (which some people relish,) because they have seen them 
butchered ; y*t, do not know that they also have a digesting apparatus 
for disposing of the food daily consumed. 



38 COMPARISON AND ITS ADAPTATION, 

the wheel strong, &c. And remember, that when you have 
taught them this law of nature, you have taught them a lesson 
they will never forget ; a lesson they will have occasion almost 
daily to use, a principle with which they will instinctively 
associate every like fact they ever learn, which, without this 
association, would soon be forgotten ; a lesson in reasoning, 
or the first complete, and the most important, intellectual pro- 
cess, namely, that of inductive reasoning, or reasoning from 
facts up to the laws that govern them. 

But, before completing my remark on this head, I must 
analyze other organs in order to show how to train them all 
to combined action, and proceed with 
COMPARISON : 

Or, discovering the unknown from its resemblance to the known ; 
reasoning from parallel cases, or from a collection of similar facts up 
%o the laws or first principles that govern them ; detecting error from 
its opposition to facts, or from its incongruity with truth ; ability 
and disposition to classify phenomena and things ; perceiving and 
applying the principles of Analogy, or the resemblance of things ; 
ability to generalize, compare, discriminate, &c. ; critical acumen ; 
inductive reasoning ; power of explaining and illustrating ; disposition 
to use comparisons, suppose similar cases, employ similes, metaphors, 
figures of speech, &c. 

Adaptation. — The principles of resemblance and analogy, 
run throughout the whole range of creation. All human be- 
ings closely resemble each other. All have a nose, mouth, 
brain, heart, eyes, bones, muscles, hands, feet, &c, and in 
nearly the same relative position. The resemblance of every 
animal to every other animal of its own species, and indeed to 
all other animals, man included, is very striking : and so of 
the rest of creation. This resemblance of things teaches us 
a vast proportion of all we know. Thus, seated around a 
winter's fire, eating an apple, we feel as sure that it grew on 
an apple-tree instead of in the ground, or in an animal like an 
egg, as that we are eating it, and yet we did not see it growing 
there. If fire be brought in contact with flesh, we know be- 
forehand that it will burn, and cause pain instead of pleasure, 
and pain of a certain kind. But how do we know this ? Be 
cause this fire and flesh are similar to all other fire and flesh, 
and Comparison tells Eventuality that the effect of bringing 
the two in contact, will be like the effect experienced a thou 
sand times before by applying fire to the flesh. On seeing a 



ANALYSIS OF COMPARISON. 39 

stranger, of whose habits we know nothing, we infer from his 
similarity to other human beings ; that he requires food, sleep, 
and breath, and that he cannot eat iron or arsenic ; that he has 
lungs, a heart, stomach, &c, and that they are in a certain part 
of his body, &c. How do we know without trying it, that a 
certain tree, cut up and put on a fire, will burn, throw out 
heat, and produce ashes and smoke ; that a given stone thrown 
into the air, will fall to the earth ; that water will run down 
the inclined plane ; that cutting off a sheep's head will kill it; 
that ice is cold and fire hot ; that animals will bring forth, 
each after its kind ; that food will nourish, earthenware break, 
and a sharp edge cut ; that fish grow in the water, and that a 
bird cannot live long immersed in that element ? The faculty 
of Comparison teaches us not only these, but thousands of 
other things of every day occurrence about which we know 
nothing except from their resemblance to other things which 
we have known to be what we infer of these. This is doubt- 
less one of the most valuable, if not decidedly the most valua- 
ble, of the Intellectual Faculties. These illustrations show 
how vast an amount of knowledge is communicated by it ; and, 
consequently, how important its proper cultivation. 

It should be added, that, there are doubtless two faculties of 
Comparison : that the lower acts with the perceptive faculties, 
comparing physical things, and thereby teaches us physical 
lessons; and that the upper acts with the moral faculties, 
comparing ideas, analyzing, discriminating, criticising, and 
aided by Causality, giving logical acumen. There are, also, 
in all probability, two organs of Eventuality ; the inside one 
for remembering the scenes and associations of childhood and 
youth ; the outside organ for recollecting business transactions, 
and the occurrences of the day, week, year, and latter part of 
life ; and, two of Individuality : the inner for recollecting 
things lately seen ; the outer, for noticing and remembering 
things seen in childhood ; but the last two are quite doubtful. 

Having shown that this faculty lies at the very basis of 
much of our knowledge, it should be added, that it is one of 
the first intellectual organs developed in children, following 
closely after that of Individuality and Eventuality, and is in- 
dispensable in order to complete almost every mental opera- 
tion. To children it is still more important, Without it, they 



40 TEACHING CHILDREN BY COMPARISONS. 

would learn very little, and that very slowly ; but, by its aid, 
they soon learn to generalize and compare, instinctively infer- 
ring, when they see what one thing will do, that another thing 
just like it, will do the same. Page 37 contains a principle 
which applies here with great force ; namely, the inductive 
method of reasoning ; that is, of inferring from a multitude of 
similar facts that all like facts are governed by the same law, 
and may, therefore, be safely relied upon. This is the best, 
and almost the only, way of arriving at conclusions which are 
certain. This method of reasoning is natural and simple 
and adapted to the mind of man, and particularly so to the 
intellects of children. Through this channel, therefore, instruc- 
tion should be poured into their inquiring minds. Every 
teacher, every one at all conversant with the minds of children, 
will bear witness how readily they comprehend a comparison, 
and. how forcibly an illustration strikes them. Then culti- 
vate this faculty, and teach them to draw correct inferences 
from this source. In short, teach them the inductive method 
of reasoning from facts up to their principles. After showing 
them that heat expands the air in the bladder, the water in 
the bottle, and a few like experiments, as mentioned under 
the head of Eventuality, page 37, their Comparison will draw 
the inference, that heat will enlarge and cold diminish all bo- 
dies. They are now taught one principle, one law of nature, 
one general fact, which, they will ever after apply, and you 
should aid them in applying it, to a great number and variety 
of the operations of nature and art. Tell them that water is 
expanded by heat into steam, which rushes out of the tea- 
kettle when the water boils ; that it is this principle of expan- 
sion which imparts the power to the wheels of the steam-boat, 
and thereby drives it through the water against wind and cur- 
rent, and carries all machinery propelled by steam ; that heat- 
ing the air in the stove rarefies or enlarges it, and this produces 
the draught ; that this same principle makes the wind blow, 
and so of its other applications. 

Then take another class of facts, and bring out its principle; 
then another, and another, and another still, keeping their ex- 
panding and delighted minds full of subject matter for obser- 
vation and contemplation ; and always afterward, whenever 
they see a fact coming under any of these principles, they will 



ANSWERING THE QUESTIONS OP CHILDREN. 41 

remember it ; and, when they wish to attain an end, they will 
operate by means of these facts. 

This is the organ through which explanations mainly enter 
the mind ; and hence, great pains should be taken to explain 
every thing, not to get rid of your children, but to instruct 
them. They ask a great many questions, which are either 
what-what questions, or why-why questions, and every oppor- 
tunity of conveying instruction thereby afforded, should be 
embraced. I well remember once asking my father, who was 
husking corn, why a certain ear, the rows on which were ir- 
regular, looked so differently from all the rest ? " Because it 
is not rowed/ 9 was his answer. Over this answer I thought, 
and thought, and wondered what he could mean, and finally 
concluded that, as he went through the cornfields to hoe the 
corn, so he probably went through to row it, but skipped this 
ear. Now see how excellent an opportunity this question 
afforded for teaching me the important lesson that nature 
showed economy in every thing — that the cobs being round 
allowed more corn to grow in a given space than if in any 
other shape ; that the kernels were all placed in rows so that 
all the space might be filled up ; for, if they were not in rows, 
some kernels would be too much crowded, and in other places 
there would be nothing ; and, that the human body was so 
contrived as to bring the greatest possible number and amount 
of organs and functions into the smallest possible space; and 
so of all the other operations of nature. Every day and hour, 
the continual string of questions asked by children, affords op- 
portunities to explain some important truth, or teach some 
valuable lesson ; and yet, strange inconsistency ! many parents 
become angry at their children for asking so many questions, 
or else turn them off with those answers that are not satisfac- 
tory. 

An unusually inquisitive, that is, uncommonly smart child, 
once asked her grandmother, " what are bricks made out 
of?" and was told " of sand and clay." " Then what makes 
them red?" asked the child; "0 do hold your tongue. Don't 
ask so many questions, and no one will know you are a 
fool. Little girls should be seen, not heard," was the reply. 
The grandmother could not tell why, and therefore became 
angry at the child for asking. This questioning is as impor- 



42 ANALYSIS OP CAUSALITY. 

tant to the intellectual growth of children, as the root is to a 
tree or plant ; and yet, wonderful to tell, in our present system 
of education, no provision is made for answering these ques- 
tions. What questions can or do children ask at school ? Al- 
most none. Now I appeal whether answering these questions 
does not do them far more good than learning to read ? Does 
it not exercise, and thereby improve, their intellects far more? 
for, let it never be forgotten, that in order to enlarge the in- 
tellectual organs, they must be exercised ; and, what interests, 
excites, and thereby enlarges them ; but what does not inter- 
est, does not excite, or enlarge, or benefit them. Looking at 
the present method of education through the optics of Phre- 
nology, or through the principles already pointed out, which is 
the only correct light in which it can be viewed, I really do 
not see how it is possible to devise a more effectual method of 
deadening the action of the brain, or weakening, instead of 
strengthening, the faculties of the mind ; for, surely, no course 
would be less interesting, aye, more, none could scarcely be 
more disagreeable to them, and therefore, (not less beneficial, 
which would imply some good, but) more injurious ; for, be 
yond all question, the present course is decidedly detrimental. 
With my present knowledge of the subject, I boldly avow my 
preference to remain untaught, than to be sent to our present 
common schools. They are injuries instead of blessings, and 
Phrenology will soon sweep them into oblivion, or else effec- 
tually remodel them. See if it does not ; and that speedily. 

I have other remarks belonging more appropriately to Com- 
parison than to any other faculty ; yet, as educution, to be 
successful, must combine the exercise of all the intellectual 
faculties, I can present them much better after I have analyzed 

CAUSALITY. 

The power of perceiving and employing the principles of causation : 
ability to discover and apply first principles, and trace out the rela- 
tions existing between causes and effects : desire to know the why 
i and wherefore of things : ability to reason, or draw conclusions from 
given premises : to plan, invent, contrive, adapt means to ends, take 
the advantage of circumstances, create resources, apply power most 
- advantageously, and make the head save the hands : to predict the re- 
i suits of given measures, and tell what will be from what has been : 
j sagacity : the leading element of common sense : the therefore and 
wherefore faculty. 

Adaptation. — Every effect must have its cause, and every 

cause produces its effect. Like causes also produce like effects, 



"adaptation and cultivation of causality. 43 

and all the operations of nature are governed by laws of cause 
and effect. It is as natural for man to ask " why," as to 
breathe or eat. Why this desire to know why ? What causes 
this disposition to investigate causes ? Whence our idea of 
causation, and our disposition to employ certain means in order 
to attain given ends ? Laws of causation govern the phenome- 
na of nature ; and, this iaculty in man adapts him to them. 
Without them in nature, all would be chance and hap-hazard. 
Man could accomplish nothing, could rely upon nothing. 
Without this faculty in man, though the operations of nature 
would go regularly forward, and effects succeed causes, yet to 
?nan they would be a sealed book, a dead letter, and as though 
they were not. But, with this arrangement of nature on the 
one hand, and this faculty in man adapted to it on the other, 
man can accomplish innumerable ends otherwise unattainable, 
procure innumerable comforts otherwise beyond his reach, and 
even force the elements into his service. Still more, he can 
penetrate the otherwise hidden operations of nature, ascertain 
their fountain head and procuring causes ; and, aided by the 
moral faculties, can comprehend those moral causes which 
govern moral actions, or the department of mind, and apply 
them to the production of happiness. 

This train of remark, while it expounds the office of this 
faculty, also exhibits its value, and at the same time shows 
how immensely important are its proper cultivation and ha- 
bitual exercise in childhood and youth. 

Our next inquiry asks how — by what means — so important 
a faculty can be cultivated and improved ? I have already 
shown that to improve any faculty, its proper stimulus must be 
presented ; and, to do this, its nature and adaptation must 
be ascertained, and that placed before it to which it is adapted. 
The causes and laws of things being adapted to this faculty, 
they must be placed before the child's mind. This, their ques- 
tions from three years old and upward, enable us to do with 
great facility and effect. " Ma, what makes this ? Pa, what 
is that for ?" and like questions are pouring from their mouths 
a continual stream, enabling parents and teachers to pour as 
continual a stream into their minds. Let children be much 
with their parents, and be allowed and encouraged freeely to 
ask all the questions that occur to them ; and let parents, in 



44 TEACHING CHILDREN TO THINK FOR THEMSELVES. 

giving these answers, give the true cause or none. Many 
parents — sometimes because they do not know how to answer 
their questions, and sometimes to quiz them, but more often 
because the minds of the parents themselves are biased by 
wrong principles — teach their children to believe instead of to 
think : or to think erroneously by teaching them to think from 
incorrect data, which warps their Causality from the very 
first. Children should be taught to do their own thinking, and 
to answer their own questions. They asked a question yes- 
terday, to which a correct answer was given ; to-day, they ask 
another, and receive a correct answer, and to-morrow, ask a 
third, the answer to which, or the principle involved, was ex- 
plained yesterday. Recall these answers, and tell them to put 
this and that together, and judge for themselves as to the re- 
sults about which they inquire. In other words, give them 
the data, and then let them think, judge, and act for them- 
selves. 

Little fear need be entertained about their coming to incor- 
rect conclusions ; for, Causality, and all the other intellectual 
faculties, act by intuition* and, unbiassed, will always come 
to the right conclusion. That same intuition, or instinct, or 
what you please, which makes the child breathe, and nurse, 
and sleep, also governs the action of all its faculties, the intel- 
lectual included. It teaches Individuality to observe, and ob- 
serve correctly ; Eventuality, to remember action ; Form, to 
know whether a thing is round, square, conical, &c, and to 
recollect the shape of things ; Size, to tell them correctly the 
bulk of things, their distance, &c. ; Weight, to resist and coun- 
teract the laws of gravity ; Comparison, to generalize ; and 
Causality, to reason and adapt means to ends. All that Caus- 
ality requires, in order to come to correct conclusions, is to 
have the right data placed before it. Far too many parents 
do the thinking for their children when they are young, and 
this makes them get it done out, when they are older. This 
explains that relative decrease of Causality already shown to 
exist in Children. Has the reader never observed the fine, 
noble foreheads of children, their height, their expanse, and 
those marked protuberances at the sides of their upper parts 
which characterize the intellectual developments of children ? 
Cast your eye over the foreheads of a hundred children, and 



INTELLECTUAL SUPERIORITY OP CHILDREN. 45 

then of a hundred adults, and if you do not see a marked 
superiority of the former over the latter in proportion, then 
you do not see what I am daily pained to observe — pained, 
not because children have such fine heads, but because adults 
have so poor ones. I do not hesitate to maintain the opinion 
that the difference is from one-fourth to one-half in favor of 
children, and against adults ; whereas, the difference should 
be in favor of adults ; because the law of our nature, as ex- 
plained on pp. 31--33, of Phrenology applied to Education and 
Self-Improvement, shows that the mental temperament and 
faculties are destined to increase in a far greater ratio than the 
physical powers, or organs of the feelings. 

The intellectual capacities of children are also far superior, 
in proportion, to those of adults. Observe their remarks. Are 
they not often full of pith, and meaning, and idea ? Do they 
not often expose the absurdity of the dogmas that are taught 
them? Do they not evince a sagacity, a penetration, 
a quickness, an intuitive comprehension of things, not found in 
them when grown up ? And do they not possess a power of 
contrivance altogether astonishing? I was never more sur- 
prised than on seeing a little girl, not yet eighteen months old, 
praise her aunt in order to obtain from her sugar and other 
favors. When she said " pretty aunt Charlotte," or " aunt 
Charlotte, your dress is pretty/' aunt Charlotte knew that sh6 
was coaxing her, and working around upon her blind side in 
order to get a favor. When a little over two years old, as the 
family, in connexion with her uncle, were eating almonds and 
raisons in the evening, she awoke, and knowing that it was 
useless to ask father, or mother, or aunt for them, went to her 
uncle, whom she did not like any too well, and laying her 
head back affectionately upon his lap, said, in a very coaxing 
tone and manner, "pretty uncle Lorenzo. Uncle Lorenzo is 
good." The next morning her mother asked her " what made 
uncle L. pretty ?" " Because almonds and raisins is pretty," 
was her artless reply. To administer praise as a means of 
obtaining favors, without ever having been taught to do so, 
and that at eighteen months old, certainly required an exer- 
cise of Causality, in laying a deep, appropriate plan to bring 
about a result, to a degree rarely attributed to children. 
This is not probably an extraordinary exercise of Intellect in 
a child of that age. Doubtless the generality of children ex- 



46 CAUSE OF THIS SUPERIORITY. 

hibit nearly as much. I maintain not only that, as already ex- 
pressed, the intellectual organs of children are far better de- 
veloped, in proportion, than those of adults, but also that their 
ideas, their powers of intellect, of penetration, sagacity, com- 
prehension, inquisitiveness, intellectual cariosity, and the 
adaptation of means to ends, are also proportionally far supe- 
rior to those of adults. For the correctness of these opinions, 
I appeal to the observation of all who are conversant with the 
intellectual developments or manifestations of children under 
eight years old. 

How is this ? What causes it ? Is it natural? "God for- 
bid !" It is unnatural. It is because the intellects of chil- 
dren, and especially their reasoning powers, are shut up in a 
school house, are pinned fast to a bench, are deadened over A 
and baker, are stifled by the inability or refusal of parents to 
answer their inquiring minds, and to feed and fill their opening 
intellects. Their brains wither and shrivel up, and their blood 
stagnates over those studies upon which they are placed, or 
else a fatal dislike of books is engendered by the dislike or pun- 
ishment of the teacher, by parents whipping them to school 
and from play, and by the almost total inadaptation of the 
present system of common school education to the opening 
minds of children. If Phrenology be true, and if, as such, it 
reveals the true principles of conducting the intellectual edu- 
cation of children, I hazard nothing in pronouncing this sys- 
tem directly at variance, in almost every particular, with both 
the laws of mind in general, and the developments of the minds 
of children in particular. Phrenology shows conclusively that 
the organs should be cultivated and exercised in the order of 
their development ; that the organs first developed are Indi- 
viduality, Eventuality, and Comparison ; that Causality, Form, 
and Locality follow next ; and that th« other organs over the 
eyes are much later in maturing : and that teaching children 
to read, spell, and write first, is not calculated to excite, feed, 
or develope their intellectual faculties ; and that the confine- 
ment consequent upon sending children, especially those that 
are young or delicate to school, is most injurious ; that there- 
fore, the present system of early education is a curse, not a 
blessing, deadens instead of developing the intellects of chil- 
dren, and is one of the main causes of that want of intellect 



INTELLECTUAL CULTURE, A MEANS OF REFORM. 47 

which characterizes the mass of mankind ; and that the method 
thus far pointed out, of teaching children things first, telling 
them stories, showing them the operations of nature, trying 
philosophical, and other experiments, &c. ; teaching them na- 
tural history , and answering all their questions, as well as lead- 
ing them up from facts to their laws, and teaching them to do 
their own thinking, harmonizes with the nature of mind in gen- 
eral, and of the infantile mind in particular; that it interests, 
and thereby excites, improves, and invigorates that mind, and 
is directly calculated to develop it in all the power and glory 
of its primitive creation. 

I know this is strong language, but 1 know it to be TRUE — 
I know it is nature as well as Phrenology, and that it will pre- 
vail. And the object of this work is to promulgate this as the 
first step in effecting this much needed reform — a reform lying 
at the very basis and foundation of all reform; for reform, to 
be successful, must be based on intellect, and this requires the 
early cultivation of that intellect, the natural governor of man. 
Still more. These results are based on common sense : and, if 
they do not strike every reader as substantially correct, at least 
in the main, then his common sense is not my common sense, 
nor the common sense of Phrenology. Let each inference of 
the series just given, be pondered and cavassed, and compared 
with what is known to be true of the opening minds of child- 
ren, and rejected or adopted accordingly. These doctrines 
must encounter a mass of prejudice, but they will conquer ; 
and to oppose them is to be beaten. 

Owing to causes already pointed out, Causality is one of the 
smallest of the intellectual organs. Hence it is that the great 
mass of mankind get their thinking done by proxy — that reli- 
gious leaders do most of the religious thinking of mankind ; 
political leaders, most of their political thinking, &c., and that 
mankind generally adhere to the religion and opinions of their 
parents ; that cunning, designing men exert so much influence 
over mankind, converting them into mere tools and dupes to 

carry foward their selfish, foolish, or villainous projects that 

riches are more highly esteemed than talents — that men who live 
on the Approbativeness, or Combativeness, or Alimentiveness, 
or curiosity, or almost any other feeling of mankind, succeed 
to a charm, while those who live by their intellects, usually 



48 POVERTY OF INTELLECT EXPLAINED. 

starve — why reforms make so slow progress, and effect so little 
— why the conversation of young people, especially of fash- 
ionable ladies, is soft and nonsensical — why the few are ena- 
bled to control the many — why so little time is devoted to in- 
tellectual culture, and so much to the gratification of the pas- 
sions ; why so little is yet known of nature, her laws and 
doings ; why, in short, the intellectual lobe of men is so small, 
and the propensities so large. 

But how can this organ be cultivated by adults, especially 
by young people ? Simply by thinking, musing, meditating, 
contemplating, and inquiring at the shrine of nature into the 
laws and principles that govern things. 

" But I've nothing to think about" says one. Poor soul, 
you are to be pitied. A world of wonders even within your 
self, and yet, barren heath, you've nothing to think about ! A 
world of wonders above your head and beneath your feet, 
and yet, poor thought-ridden mortal, you've nothing to think 
about ! All nature around you teeming with events, every 
one of which has its cause, and most of them a cause within 
your reach, and yet, thought-starved mortal, you've nothing 
to think about! Poor thing, you should have a name and a 
place among other idiots. 

To all young persons, then, I say, think. Wherever you 
are, whatever you are doing, if you see anything you do not 
comprehend, whether in nature or art, ferret out its cause, and 
then think about it : do not be ashamed to expose your igno- 
rance in order to gain knowledge. Take a walk every day, 
two or three times a day to think, muse, meditate, contem- 
plate. 

"Oh, but Pm too busy for that," says one. Then you ought 
to be too busy to eat and sleep ; for the mind requires food 
and exercise as much as the body. " But I have not sufficient 
time even to eat and sleep," is the reply. Then no matter, 
but you must find time to die the sooner for not thinking ; for, 
intellectual culture is directly calculated to prolong life, and is 
also a means of rendering it much more happy, and of effecting 
much more in the same time. Even as a means of accom- 
plishing mere worldly ends, you will be a gainer by cultiva- 
ting your intellects : for, its increased power will enable you 
to save more time by taking a shorter and surer road to your 



NIGHT THINKING AND STUDY HIGHLY INJURIOUS. 49 

ends, than you lose in its culture. Besides : there is scarcely 
an occupation in life, which does* not furnish more or less op- 
portunities for thought ; for, while the hands are employed in 
labor, the mind also can be employed in meditation. Of all 
occupations suitable for intellectual culture, farming is the 
most favorable. Labor is promotive of mental action, while 
mornings, evenings,* rainy days, &c, increase the facilities for 
study. 

The study of Phrenology is also highly promotive of intel- 
lectual culture ; because, first, it deeply interests, and thereby 
excites the mind to new and vigorous action ; and, secondly, 
it opens a far richer mine of thought, and field of intellectual 
researeh, than all other studies united, for it unfolds man. 

I will just add that night thinking is highly injurious. While 
the natural sun pours its benign rays upon the delighted world, 
let your thoughts be also poured out upon the fields of nature, 
to be gathered in, expanded and instructed, as he descends be- 
neath the western sky. Rise with the sun, or rather, with the 
break of day, nerve your mind gradually to action, as the 
skilful hunter strains his unstrung bow by degrees and be 
ready to commence your day of intellectual labor with the 
rising of the sun ; and, by the time he disappears in the west, 
you should have exhausted your cerebral energy for the day, 
and be sinking with him into the refreshing slumbers of night, 
to re-awaken and rise again with him the next day. 

I will just observe in passing, that if you have anything to 
do more important than cultivating your intellects, do, in all 
conscience do it. If you cannot spare time from the fashion- 
able world, or the working world, or the political world, or the 
money -making world, or the ambitious world, then do go on ; 
for, your business is indeed of the utmost importance. All 
these things must of course be done up first, and intellect be 

* The allusion here made to farmer's studying evenings, is adap- 
ted, not to the nature of man, but to that false custom of setting up 
late at night so general— a practice as' reprehensible and injurious as it 
is universal. The good old Yankee habit of retiring at farthest by nine 
o'clock, is well worthy its high origin. All children should be taught 
to retire with the setting of the sun, and all adults should practice it, 
and lectures, meetings, &c, should be held in the day-time. But more 
of this in another place. 

4 



50 ANALYSIS AND ADAPTATION OB LANGUAGE. 

thrust away back behind them all ; because, if a man be rich, 
he gets along well enough without intellect ; if poor, he has 
no time or means to use it ; if he have on a fashionable coat, 
or can make a dandified bow, intellect would spoil both ; if 
she be a young woman, she must first get married, and study 
how to attract the admiration of gentlemen, instead of throw- 
ing away her time in thniking ; but if married, she must 
take care of her family and children ; and so it goes the world 
over. Hence, intellect is considered of very little account any 
how, and not worth the time or pains of rearing, except to a 
few in an age. 

LANGUAGE : 

The communicating faculty : power of expressing one's ideas by words, 
whether spoken or written : ability to learn spoken languages, and to 
use such words as will exactly express one's ideas: memory of words: 
versatility of expression: talkativeness: volubility: garrulity. 

Adaptation. Man is a communicative being. He has 
thoughts and feelings which he wishes to express, and which 
his fellow men are benefitted by hearing. This faculty is 
adapted to the exchange and inter-communication of ideas^ be- 
tween man and man, and therefore highly promotive of human 
happiness and improvement. Besides being one of the most 
powerful stimulators imaginable of nearly every one of the 
other faculties, it is certainly an instrument of intellectual im- 
provement, and of moral and social enjoyment unsurpassed by 
any other facult y. 

Let every human being be tongue-tied, let every word ever 
used, be blotted from existence, and writing, printing, and read- 
ing totally abolishei, and what an intellectual, moral, social, 
and business stagnation would follow ! Nothing could be sent 
for ; the American Phrenological Journal must stop ; scarcely 
a want would be expressed or supplied ; and man's condition 
in every way would be most wretched. But, thanks to the 
great and good Authoi of our being, man can talk, write, speak, 
chain and be chained, to the mighty car of eloquenee, and 
drink in the thoughts and feelings of others, in all their endless 
number and variety. 

The value and uses of this faculty being great, its proper 
cultivation is equally important. How, then, can it be culti- 
vated? Do I not hear a word-bereft stammerer say, u 0h, I 



STUDYING THE DEAD LANGUAGES. 51 

would give all I have to be able to express what I think and 
feel ! to have the power of transplanting my ideas and infusing 
my thoughts into the minds of my fellow-men? to b^ elo- 
quent, to be fascinating in conversation; in short, to have large 
Language ? I have tried my best, I have studied Greek and 
Latin — have translated Homer, Virgil, Demosthenes, Cicero, 
and Horace; have learned Hebrew and Arabic, French and 
Spanish, and yet, I cannot speak in public, or even express my 
ideas freely in conversation." Then I pity you ; for, you have 
been walking a treadmill all your life to get forward, but have 
gone backward faster than forward. I can put you upon the 
track of cultivating your Language in short order. Go to talk- 
4ng. That is what you have to do. Just talk, U.[% talk. 
This will exercise the organ of language, and increase your 
power of expression, whereas, studying the dead languages 
from books, will do you more harm than good. "It will? 
Why you astonish me; I thought this was the way to cultivate 
Language !" This is just where the learned have always erred. 
The one, distinctive office of Language is, to employ words to 
communinate ideas, especially orally ; and the one and only 
method of materially improving it, is to communicate, especi- 
ally to talk. This point is clear and certain, and though at 
war with the whole learned world, it is right. To set a child 
" on a bench to say A," and to send a youth to the academy 
and college to learn languages, in order to make him a fluent 
speaker is sending him to ^he equator for ice, or to the poles 
for flowers. By preventing his talking, it rusts his organ of 
language, making him worse instead of better. But the most 
serious point of this serious evil is, the injury it does to his 
health, which directly impairs the tone and power of this or- 
gan, and thereby weakens the faculty. The law that produces 
this result, will be explained elsewhere. Sufficient for the pre- 
sent to say, that this organ, being close to the body, partakes 
intimately of the state of the body, being weakened or strength* 
ened as the physical powers are increased or impaired. Most 
college graduates break down their health, and weaken, instead 
of increasing, their speaking and talking talents. Has the reader 
never observed that he could converse, write, and speak with 
mfmiely greater ease when //ell, than when unwell? This 



52 PREVENTING CHILDREN'S TALKING INJURIOUS; 

principle explains the cause ; and teaches you this valuable- 
lesson, that, in cultivating both your own and your child's lan- 
guage, health should be preserved /ro/ of all. Confining chil- 
dren in school, prevents exercise and physical development, 
and this diminishes the power and versatility of Language. 

Ml children are incessant talkers. Whether or not they 
have ideas to communicate, is quite immaterial. Their tongues 
are always running. Their prattle is incessant. Not so with 
adults, especially with Yankees. Now why this falling off of 
Language ? "Stop that whispering yonder, or I'll box your 
ears for you," says a school-master to a child with large Lan- 
guage. And if, prompted by the instinctive workings of this 
faculty, another is caught whispering, he is surely punished. 
Better punish him for breathing or getting hungry; for, each 
of the three is equally natural and useful ; and to punish for 
either, is cruel and unjust. In giving them Language and a 
tongue, the Author of their being gave them the desire and 
the right to use them in talking : nay, he even made talking 
their duty as well as privilege. Who, then, art thou, teacher 
or parent, that dares suppress this right derived from heaven, 
or punish its exercise ? God and the child will hold you guilty 
for doing it ; the former, for nullifying his works, and the lat- 
ter, for weakening so pleasurable and useful a faculty. 

"Then what .\hall we do? for we cannot have the whole 
school jabbering away so that we can't hear ourselves think," 
say the teachers. Then send your children home. "But," 
says a parent, "how in the world can I get along with all my 
children pothering me, and deafening me with their eternal 
clatter ? I must send them to school in order to get rid of 
them ; and, whenthere, they must keep still, or I'll whip them." 
Good lady, if your children are so very much in your way, 
you had better not have any. But since you have them, con- 
sult their good, and especially their intellectual advancement, 
not your own comfort. Phrenology says, let children talk all 
they please ; and who art thou to "muzzle the mouth of the 
ox that treadeth out the corn?" 

Besides, all will concede that expressing our ideas, increases 
their flow, and quickens the action of the mind. This truth 
is too self-evident to require either proof or illustration. Pre- 



PREVENTING CHILDREN^ TALKING INJURIOUS. 53 

venting your children from talking or whispering, is prevent- 
ing them from exercising, and thereby from enlarging, their 
intellects. "But must I be forever harrassed by their incessant 
clamoring and hallooing ? Have I not a perfect right to keep 
them still ?" Just such a right as you have to stop their breath- 
ing or eating, or to cut off their heads, or as the Hindoo mother 
has to drown her children. You certainly have no right to 
cramp, or in any way embarrass the development of their in- 
tellects. I grant that there are times and seasons when their 
garrulity should be suppressed, (not restrained,) by their own 
sense of propriety, or because they interrupt parents or supe- 
riors. Yet they should not be compelled as now to remain 
silent for hours together. In treating of the government of 
children, I shall show how this prattle, when improper or ob- 
trusive, may be prevented without punishing or even com- 
manding them. 

The best possible method of making a child an eloquent 
speaker, is to allow him the full, unrestrained use of his tongue 
during childhood and youth ; but, send him to school, and let 
him be kept from saying a word there for the seven hours of 
the fourteen he is awake, and kept very still at home the rest 
of the time, and then send him to college to break his consti- 
tution in thumbing lexicons, allowing him little chance to speak, 
except'passages committed to memory from some bombastic 
author ; and when he graduates, have him always speak from 
notes, (excuse the self-contradiction of speaking a written dis- 
course,) and if he does not make as dull and prosy a speaker (?) 
as the generality of our eollege graduates are, and be as for- 
mal and artificial in tone and gesture as though his mind and 
body were lashed up in a straight jacket, then water will not 
run down hili. Compare our Methodist clergymen with our 
Presbyterian, and tell me which class is the most eloquent ? 
Those who mount the pulpit and go to speaking from the first. 
Scarcely a spark of true eloquence escapes college-learned cler- 
gymen, except what congeals on the pen. Seldom do written 
discourses come from the heart or reach the heart. Eloquence 
can never be written — can never be dug up among Latin rub- 
bish or Grecian mythology. No ! it must be felt and spoken. 
Nor does it consist in words merely, nor in the ideas, but maio. 
y in the thrilling, melting tones of the voice. 



54 MEANS OF PROMOTING ELOQUENCE. 

How glorious a gift is that of eloquence ! See it in Demos- 
thenese, when he made his listeners seize their arms and 
cry out, " Let us march against Philip. Let us conquer or 
die" — in Patrick Henry, when he roused and electrified Con- 
gress, and prepared the way for drafting the Declaration of 
Independence ; and in a few others who, by this power, ex- 
erted an almost unlimited influence over the minds of their 
fellow men. To say that there is a thousand times more natu- 
ral eloquence in man than is brought out by culture, or by the 
modern method of education, or rather, to say that most of our 
natural eloquence is buried in our school-houses, academies,, 
and seats of learning, is to utter a palpable but lamentable 
truth. Ye who hesitate for words, who have ideas but do not 
know how to let others have them, who lose much of the force 
and beauty of your ideas or the power of your feelings in vain 
attempts to communicate them, who hesitate for words and 
want to say something but cannot, may thank your " setting 
on a bench and saying A" — your being boxed, or ferruled, or 
disgraced for whispering in school, and kept still at home for 
it. In other words> thank those who prevented, when they 
should have encouraged, your talking disposition. From suck 
thankless thanks, "good Lord deliver us." 

If you wish to regain this lost sheep, go to talking. Drive 
out your ideas somehow, anyhow; but, at all events, give them 
breath. Join debating societies and speaking clubs,, and make 
talk with- every one you meet. Commit to memory and re- 
peat, in short, communicate and use words as much and as 
well as possible.. This will call this faculty, into action, and 
improve it, as well as enlarge the organ. It is worth your 
triaL Especially if you wish to become a public speaker, 
speak in public,, and take down your notes in your brain, em- 
ploying the principle already presented. 

Much pains are taken to teach children good grammar. 
This may be obviated. Your rules of parsing, &c, are of lit- 
tle service. I will point out a far more excellent way.- Let 
parents only speak properly, and always use good language, 
and their children will do the same. To speak and write pro- 
perly, is as natural as to speak at all ; and this is as natural 
as seeing or breathing ; because each is the intuitive exercise 
of its appropriate faculty. The error commences in the cradle* 



TALKING GRAMMATICALLY TO CHILDREN. 55 

Parents, especially mothers, usually talk baby talk to their 
children, which consists in saying silly things ungrammatically. 
If infants do need milk to nourish their bodies, they certainly 
do not need silliness to feed their minds. Talk ideas to them 
or say nothing; and speak grammatically, and also use good 
language, and your children will do the same. 

A word more in regard to this baby nonsense. Like excites 
like. This is as true of infants, comparatively, as of adults. 
Children over two years old, understand, or are capable of un- 
derstanding, most that is said to them. If ideas be spoken, 
their ideas are excited, and intellect developed ; and, if good 
language be used, they will not only imitate the same, but 
even feel their sentiment of the beautiful excited, and good 
taste thereby cultivated, besides having matter for reflection. 
" A word to the wise," &c. The conversation of parents to 
their children, and of adults before children, might and should 
furnish an intellectual feast to their opening minds — should be 
grammatically expressed, andclothedin good language. Then 
will children, too, speak correctly, and charm you with the 
beauty and power of their words, as well as grow up w*ith 
superior and fascinating conversational powers, if not become 
natural orators ; and man's enjoyment derived from talking 
and listening, be augmented twenty -fold. 

Parents, mil/ you not be persuaded to banish your baby 
balderdash, and your grovelling associations, and elevate and 
instruct your children by conversation, as well as by exam- 
ple ? 

In what has been said relative to learning the dead lan- 
guages, the reader is not to infer that I consider a knowledge 
of them useless or valueless, or am hostile to their being 
taught and learned. I approve of them highly ; but I repu- 
diate the modern method of teaching them ; for, it is unphre- 
nological. The method of teaching and learning them pointed 
out by Phrenology is, talking them. Books may be used as 
auxiliaries, merely, but not as the main method. Besides 
their spending several years of the best portion of their lives 
in acquiring Greek, Latin, and Hebrew, they usually forget 
all they ever knew about them, soon after leaving college. If 
they would have a school for teaching Greek, or Latin, or 
Hebrew, in which all the conversation was in the language 



56 TEACHING CHILDREN GRAMMAR. 

they were learning, besides acquiring a thorough knowledge 
in one-tenth the usual time, they would then retain this 
knowledge, and be able to turn it to some practical account. 
The modern method of teaching French, by taking the pupil 
into a school and family where no other language is spoken, 
except in explanation of what they are learning, is the only 
true one. But the best time to learn the languages, is in child- 
hood, the nurse, or parent, or teacher, talking- these languages 
to them. 

The importance of speaking correctly, in common conver- 
sation, and also of selecting just those words which con- 
vey your feelings and precise meaning, is great, yet little re- 
alized. Chesterfield has well remarked that good conversa- 
tional powers are a perpetual letter of recommendation. They 
delight and gratify all who listen, besides storing their minds 
with useful knowledge and valuable suggestions. The ideas 
of nine-tenths of mankind loose more than two-thirds of their 
beauty and power in consequence of their not taking pains to 
speak with beauty and force, but expressing themselves care- 
lessly. Speak so that every word shall charm and impress, 
and this style will soon become habitual. Still, do not be af- 
fected, nor use far-fetched- expressions. 

Committing to memory comes under this organ, and is a 
valuable quality. The extent to which this power can be car- 
ried, is astonishing. A clergyman in England, delivered a 
lengthy address from manuscript, which he refused to let be 
published. One of his listeners, however, wrote it out from 
memory, and on comparing the two, there were only four- 
teen words that were not the same in both, and these were 
analogous. 

Every body knows Attree of the Herald. As a reporter, he 
has few equals, and yet does not write short hand. Still, he 
gives his reports almost verbatim. His organ of Language is 
very large, and he commits or writes a speech from memory 
with astonishing facility. In a recent conversation with him, 
he remarked that, unless he kept it in habitual exercise, this 
faculty became rusty. Though he doubtless owes much to 
nature, yet he unquestionably owes more to cultivation. This 
power of committing to memory, is extraordinary in most 
children, and should always be kept vigorous by exercise. 



WHEN AND HOW TO TEACH READING. 57 

They love to learn by rote, and they 'should be indulged in it. 
This exercise can and should be commenced long before they 
are old enough to learn to read, and continued through life. 
Printers in particular require it. 

FORM] 

Cognizance and recollection of the shape of objects/ and of the faces or 
countenances of persons, of the form and looks of things, of family re- 
semblances, &c: good eye-sight. 

Adaptation. Every physical thing, all the pieces or items 
of matter which constitute our world, have some form or 
shape. No physical thing can exist without having some 
shape or configuration. By means of it, we are able to desig- 
nate and remember one person or thing from another. Infinite 
wisdom has wisely given the quality of shape to all bodies, 
and, at the same time, imparted to man the faculty of Form, 
to enable him to perceive, and make a useful application of, 
this elementary property of matter. Without this element in 
nature, man could not recognize his fellow-man, or any thing 
in nature ; but, with it fully developed, he recollects persons 
and things seen years ago, and distinguishes the animal, vege- 
table, or mineral kingdoms, by their shape. 

This is one of the principle faculties employed in reading 
and spelling ; though Language renders important assistance ; 
Form, by recollecting the shape of letters and words, and 
Language, by committing to memory. This leads me to speak 
of two important errors in the present method of teaching 
reading and spelling : first, of teaching children the shape of 
letters instead of words, the o-ther ; of teaching them to spell by 
rote — by the way it sounds, instead of by the looks of the 
word. 

From what has before been said against teaching young 
children to read, let it not be imagined that I am opposed to 
their being taught these branches at all. Learning to read so 
as to understand the sense, requires much maturity and 
strength of mind ; and teaching children to read mechanically 
by rote merely, just as a parrot says "pretty polly," is a posi- 
tivei?i?ziry . because it compells them to call the words but 
skip the sense, and this causes them to fall into that monoto- 
nous sameness of tone which characterizes most readers, adults 



58 TEACHING CHILDREN TO READ IN A MONTH. 

as well as children, and is easily detected in most speakers, 
especially clergymen. It should therefore be postponed till 
they are capable of appreciating the full force of what they 
read. Still, after the way has been prepared by reading in- 
teresting stories to them, and kindling in them a desire to read, 
so as to read these stories themselves ; and after they are capa- 
ble of comprehending the sense, they should by all means be 
taught to read. Few if any children are capable of this be- 
fore they are six or eight years old ; and when they begin to 
tease you to teach them how to read, because they wish to 
enjoy reading, almost all children could be taught to read in 
one month, and to read better than they would have read if 
they had begun at three years old. The reason is obvious. By 
beginning to read before they are capable of understanding 
the sense, they not only take no interest in the matter, and 
therefore learn slowly, but often conceive a dislike to reading ; 
and hence read only when compelled to. But wait till they 
are eager to learn, and they will take the deepest interest in 
the matter, and form a taste for it, which is of immense ad- 
vantage. Scarceley one child in fifty but hates study ; and the 
reason is here disclosed — they learn to read before they are 
able to understand what they read ; and therefore conceive a 
dislike to books whichlasts through life. The mother of Wesley 
would not let her son learn a letter till the day he was five 
years old, and that day taught him every letter of the alphabet ; 
and, the next day, she taught him to read the first verse in the 
Bible. (Seti Southye's Life of Wesley.) 

I have always brought out this point at 'my lecture on the 
intellectual organs, and have afterward been waited upon by 
hundreds who have stated facts, showing that children from 
six to eight years old, could be taught to read well in one 
month. In 1837, I gave this lecture in New Haven, and in 
going to New York the next day, a gentleman, one of the 
theological students, stated as an illustration of this point, that 
a friend of his forbade his boy learning a letter or opening a 
book till he was six years old; that, by this time, the boy's 
desire to read had kindled almost into a passion ; and that, in 
one month, he learned to read fluently in the Bible, and had 
ever since been devoted to books. Hundreds of similar facts 



SPELLING BY THE EYE. 5& 

lave been told me ; and if any parent will pursue a similar 
course, I stand sponsor for the result. 

""But I will point out a method of teaching children to read, 
shorter and better than the present, and one which will obviate 
two-thirds of the difficulty connected with reading. It is this. 
Teach your child words instead of letters. Thus : it is just as 
easy for your child to learn bird, as to learn b, or i, or r, or d :~ 
and this method saves him that immense difficulty of compound- 
ing the elementary sounds. And it must come to this after all 
I appeal to every good proof-reader in Christendom, whether he 
does not detect typographical errors by the looks of the word,, 
not by spelling it over, or by remembering its gingle. The 
word looks wrong. It strikes his eye as incorrect. In other 
words, Form is the proper organ for spelling and reading; and 
therefore children should be taught to read and spell by the 
looks of words, not by rote. And this cultivates the organ of 
Form, or the natural organ for reading, and spelling.. Lan- 
guage may render important assistance by spelling by rote^ 
yet Form should be the principal '.* 

To cultivate this faculty, bear in mind the countenances of 
those you see, so that you may know them again. Formerly., 
the circus performers and exhibitors of live animals, often 
allowed those who visited them in the forenoon, to pass in 
free in the afternoon or evening. If they gave tickets, they 
would be transferred, so that others would go in. Hence, the 
door-keeper was compelled to recollect them. To do this, he 
was obliged to look sharply, not at their dress, which might 
be changed, but at their faces. I have seen scores of trials., 
and every device contrived, to cheat the door-keeper, but never 
saw a failure. I regarded this as almost supernatural, but now 
see that their vigorous exercise of Form, enabled them to carry 
faces in their eye. This is practiced very successfully on our 
southern and western travelling routes. The collectors on the 
steamboats, rail-roads, &c, are obliged to remember who has 

* Lyman Cobb's new spelling-book contains one important improve- 
ment over all others, namely : that of placing all those woids which are 
spelleddifferenrly, but pro:i3a:i;;3J allies, indifferent columns — those 
words ending in tion, in one column, those ending in sion, in another,, 
&c. The plan is most excellent ; better than any other now in use. 



60 MEANS OP CULTIVATING WEIGHT. 

paid, and who not, and where they came on board. I ask 
whether their power in this respect is not often remarkable — 
all from its exercise. In England, there is a class of persons 
connected wtih prisons, whose business it is to detect old con- 
victs. They closely scrutinize every one who is brought in, 
looking at every peculiarity in the form of the, nose or its 
insertion, at the mouth, eyes, forehead, shape of the body, &c, 
and rarely allow any one who has been in before, to pass un- 
detected. 

This affords a hint to all who would cultivate this faculty. 
Look every one full in the face : notice, and impress on your 
mind, the cast or expression of countenance, the general con- 
tour of body, and continue looking till you have rivited it 
upon this faculty, and this will increase its power. 

WEIGHT : 

Intuitive perception and application of the principles of gravity: ability 
to balance one's self — to ride a fraetious horse, hold the hand steadily, 
throw a ball, stone, or arrow, straight: shoot well, walk the edge of a 
plank, climb aloft without falling, preserve and regain the centre of 
gravity, keep the balance, &c. 

Adaptation. — Without the arrangement, in nature, of grav- 
ity, or of attraction and cohesion, not only would all bodies 
be as likely to rise as fall, and be incapable of being kept in 
any particular position, but even the particles composing every 
body, would be dissolved, and scattered any where and every 
where throughout space. No house could be built ; for, what 
would keep its materials together ? What keeps the ocean in 
its bed, or the rivers from running up the mountain, or from 
being scattered over hill and dale, and destroying every thing 
The rain would ascend as quickly and as often as descend, and 
our world be utterly uninhabitable. 

The same Wisdom which instituted this indispensable ar- 
rangement in nature, also created the faculty of Weight in 
man to be its counterpart, and to perceive and apply its laws : 
else, we should have fallen and rolled where gravity carried 
us, and been incapable of doing the first thing to counteract 
its sway. But thanks to the Author of our being, we can not 
only resist its action, in part, but even convert it to our service. 
Without it, we could not walk or sit ; with it, we can stand 
against wind and tide, manage machinery, and effect benefi- 
cial ends innumerable. 



MEANS OF CULTIVATING WEIGHT. CONTINUED. 61 

Its cultivation is highly important, yet little attended to, 
Whoever thinks of inculcating its exercise in children, or prac- 
tising it themselves, unless by chance ? And yet it should be 
commenced in infancy. Instead of holding or bracing up a 
child, so that it cannot roll over or fall, let it hold itself up, or 
else roll into some uncomfortable position, so as to teach it to 
steady itself, and sit up, creep, &c, early. As soon as it can 
stand or walk, encourage it, and as early as possible, take it 
on your hand, in a setting or standing posture, and, partly 
holding it and partly not, carry it around the room on your ex- 
tended hand, and change its position more and still more 
quickly, so as to teach it to keep itself from falling. 

But most mothers take the opposite course, which is highly 
injurious. They forbid their children's climbing up on chairs, 
by the window, on fences, trees, &c, because "you'ii fall," 
and are continually ringing in their ears, "take care ! take care 
I tell you ! you'll fall ! you' 11 fall! /" This always reminds 
me of a fidgety old grand-mother, who charged her grand-son 
never to go near the water till he had learned to swim, lest he 
should get drowned. This is just like those mothers who for- 
bid their children's climbing lest they fall. The very way to 
prevent their falling, is to encourage their climbing. This ex- 
ercises, and thereby enlarges their organ of Weight ; which, 
when large, renders them more safe aloft than those who have 
it small are on the floor. Cultivating this faculty, in these 
and other ways, will prevent their getting many an extra bump, 
which injures their brain, and induces its disease, just because 
the parent prevented its exercise by forbidding its climbing, 
throwing stones, &c. And then, too, it is useful in so many 
thousand ways through life, that its due exercise should form 
a part of early education, as much as talking, and for the same 
reason, namely, that both are functions of our nature. 

CALCULATION : 

Ability to reckon figures in the head: memory of numbers: intuitive, per- 
ception of the relations of numbers or figures : mental arithmetic : nu- 
mericial computation: adding, subtracting, dividing, and multiplying 

MENTALLY. 

Adaptation. Every thing and collection of things in na- 
ture, has a number. We cannot help regarding things as one, 
two, three, four, &c, that is, counting. Let all idea of number 



m ANALYSIS AND CULTIVATION OF CALCULATION, 

"be effaced, and no business could be transacted ; millions of 
dollars would be as one, and one as millions ; or rather, man 
would be incapable of comprehending or distinguishing either 
one or many, and all pecuniary transactions must cease. Im- 
portant advantages grow out of this arrangement in nature 
and faculty in man. It should therefore be cultivated, but not 
as it generally is, by waiting till a child is old enough to " ci- 
pher/' and then giving him a slate, pencil and arithmetic, and 
requiring him to learn a rule, and then to work out the sum on 
the slate. All children love to count Encourage and aid them 
in this. At two years old, teach them to count your fingers, 
and other things, and then to perform other numerical opera- 
tions mentally. I vedly believe that if every arithmetic in 
Christendom were destroyed and no more printed, the rising 
generation would learn to cast accounts better than they now 
do. I grant that, properly used, arithmetic might be useful, 
but they are now made to supersede the natural method of 
reckoning things, that is, in the head. Nature is always 
better than art. Though the latter may aid the former ; yet, 
when art usurps the prerogative of nature, it only spoils her 
operations. This teaching children ciphering, and that by 
rule, and thereby leaving mental arithmetic almost unculti- 
vated, accounts for our being obliged to employ figures; 
whereas, in nearly all business transactions, the head alone 
should be used. 

Those who would cultivate this faculty, should rely upon 
>their heads, both for casting accounts, and for remembering 
them, and should embrace every opportunity when riding or 
walking, to exercise it. Thus : in riding on a rail-road, ob- 
serve by the minute or secondhand of your watch, how many 
seconds you are in going a mile, then reckon the number of 
miles per hour, then per day, per year, &c. Then count the 
rails of a fence and its crooks in a mile, and then multiply the 
number of rails in a crook with the number of crooks in a 
mile, and so wherever you go, you can be making similar 
calculations. 

If calculating dollars and cents be more agreeable to you, 
because it combines ^Acquisitiveness with Calculation, then 
reckon the prices of such things as you may have occasion to 



ANALYSIS AND ADAPTATION OP TIME. 63 

buy, sell, make, handle, &c. Reckon what so many yards of 
cloth will come to at so much per yard, varying the price and 
number of yards at pleasure, and so of the prices of any 
thing ; and when you go to the store to buy, keep this faculty 
busy to see if the clerk has reckoned it right. And let clerks 
in stores reckon in their heads ; for, this will enable them to 
do it more rapidly and accurately. Arithmetic, and slate and 
pencil, may be employed occasionally, merely as an assistant, 
but mental arithmetic should be the main thing they rely 
upon for casting and keeping aocounts. I know a jobber who 
has done business to the amount of hundreds of dollars per 
week, but who can neither read, write, nor cipher, but who 
keeps all the transactions of each week in his head till Satur- 
day night, when he will tell them to his wife to put them 
down. He remarked that, when a young man, he worked 
out for different men, and took up his wages along as he 
wanted them, but never put anything down, and yet, at 
the end of the year, usually found himself more correct than 
those for whom he labored, (See p. 31). He added that he 
never had the least confusion as to his business, till his son-in- 
law began to keep books for him. According to my view of 
this 'subject, Colborn's arithmetic and its improvements by 
other authors, are far more consonant with the phrenological 
method of teaching arithmetic than any other I have seen. 

You should also charge your memory with numbers. Thus: 
Eighty million pounds of coffee are consumed annually in the 
United States, and twenty-five millions in Great Britain ; and 
so of other statistics. You would then seldom be at a loss for 
statistical information — the most difficult matter to be recol- 
lected. Applying this principle to dates, you would be able 
to recollect the date of things recorded in history, that is, the 
number of the year; though recollecting the time from one 
event to another, comes under 

TIME : 

Cognizance and recollection of when, of succession and the lapse oi' time, 
ot duration, dates, &c. ; disposition and ability to keep the beat in 
music, dancing, &c. : and to tell the time of the day, when things oc- 
curred, &c. 

Adaptation. Instead of being planted down in the midst 

of one unchanging now, man is placed in a world of succcs- 



64 ANALYSIS AND ADAPTATION OF TIME. 

sion. One event happens before or after another. His 
life is composed of a continuity of times — of a continual 
variation of periods. From infancy to old age, np through 
childhood, youth, middle age, old age, and death, every day, 
hour, second, and item of existence, follows its predecessor, or 
precedes its successor in point of lime. We look back upon 
the past, and cast the eye of hope or dread forward into the 
future. We make appointments to do certain things at certain 
times to come, and all are able to discern the arrival of those 
times. This faculty adapts man to this arrangement of succes- 
sion. But for this arrangement in the nature of things, all 
doings or exercises of mind relating to the past or future, would 
be annihilated, all conception of any other period than the 
present — than one monotonous now,* obliterated, and with 
it, all the arrangements relating to eras, ages, years, the sea- 
sons, months, days, hours, seconds, the relations of infancy, 
childhood, youth, middle age, old age, death, the past, and the 
future, &c, extinct to man ; which would effectually break up 
the present order of things. With this arrangement in nature, 
but without this faculty in man, though they would exist and 
succeed each other, that existence and succession, and their 
application to appointments and to every thing connected with 
the past and future, would be as utterly inconceivable to man, 
as the beautifully blended colors of the rainbow are to the 
blind, or as music is to the deaf. But with this arrangement 
of time in the nature of things, and this faculty in man adapted 
to it, man can hold converse with what has been, and what 
will be for thousands of years each way — can divide and sub- 
divide the future and the past to his liking, and have a time 
for every thing, and every thing in its time. 

*The only rational idea man can form of eternity is, one continuous 
now, or the utter abolition of time, and substitution of one continuous 
now. ' To talk about eternity continuing through myriads of successive 
ages, is utter folly ; for, a succession must have both a beginning' and an 
end. The idea of periods of time, can no more be connected with 
eternity, that an end can be connected with the circle. Thus, Phreno- 
logy will help religionists out of many an otherwise inexplicable diffi- 
culty. Mind, unconnected with matter, knows nothing about space, 
bulk, ponderosity, colors, etc., which are terms belonging to matter. 



KEEPING THE TIME IN THE HEAD. 65 

This arrangement is highly calculated to promote health, 
and eminently useful in the despatch of business. Nearly all 
•the operations of life require its assistance, and are facilitated 
•by its full development. Hence, its cultivation becomes an 
item in education of very considerable importance ; and yet, 
that cultivation is scarcely once thought of from the cradle to 
the grave; and hence too, it is usually one of the smallest 
organs in the human head. This need not, and should not 
be ; it should be cultivated from infancy to old age. 

The only means of cultivating it is, to exercise it, and this 
can be done, not by carrying a watch in your pocket, and often 
reading the time of day from its dial, or from a clock before 
you, but from keeping the time of day in your head, and re- 
taining in your memory the ivhen things took place, or the 
order of their occurrence, how long certain events occurred 
before or after others ; the day of the week, month, and year 
of their occurrence, &c. I verily believe that if every time-piece 
in Christendom were destroyed, and no others made, mankind 
would be better off than they now are ; for then, they would 
be compelled to exercise this organ vigorously, which would 
so strengthen it as to enable it to do all that time-pieces now 
■do, with equal accuracy, and a thousand other things which 
time-pieces can never do ; whereas now, the time being kept 
in their pockets, this organ has nothing to do, and therefore 
does nothing, becoming small from mere inaction, and the 
pleasures flowing from its exercise thereby abridged. Men 
would be more punctual than they now are. Their time- 
pieces would vary less, never run down, and admonish them 
that a certain time has come ; whereas now, nature's time- 
keeper being laid by, we often forget to look at that of art, 
and so the time appointed passes unobserved. 

I have always strenuously advocated the superiority of na- 
ture over art. The latter may often be employed to aid the 
former, but never to precede or supersede her. Time-pieces 
may aid Time just as arithmetic may aid Calculation — books, 
Language — notes, Tune — geography, Locality — logic, the 
reasoning Faculties, &c. ; but they should never supercede it. 
It should be the boss workman, they, its assistants merely, 
and rarely employed. If the works of man can excel those 

S 



66 THE CULTIVATION OF TIME. 

of his Maker, if art can do better than nature, then are time 
pieces better than keeping the time in the head. The thought 
is preposterous, and this relying upon time-pieces to the neglect 
of that time-keeper placed by the God of nature in the head of 
man, must eventuate in evil. To avoid this evil, exercise this 
faculty by keeping the time within yourself. 

The extent to which the exercise of this faculty is capable 
of augmenting its power, is astonishing — far greater than 
most persons would imagine. The experienced nurse will 
throw herself upon her couch — first charging this faculty to 
awaken her in just two hours, or half an hour — as the Doctor 
may have ordered — and this watching sentinel counts off the 
minutes and hours while the other faculties sleep, till the time 
arrives, when it sounds the alarm, and summonses the other 
faculties to the post of action. Many of our elderly farmers, 
who were not blessed (?) with a time-piece when boys, can 
sleep soundly till the time previously appointed for rising ar. 
rives, and invariably awaken within a few minutes of the time 
they appoint. Many elderly persons are in the habit of waking 
and rising at a given hour, and, whether or not they may have 
been previously broken of their rest, awaken at the usual 
time. Every one might and should habituate himself to this 
and similar practices. They will soon become second nature, 
and be of incalculable value through life. Magnetized patients, 
when required by the magnetizer to awaken in any specified 
number of minutes, do so, almost to a second, and with an 
accuracy incomparably greater than that possessed by most 
persons in their natural state. 

In order to cultivate this faculty, think often during the day, 
what time it is, and compare your judgment with a time- 
piece; keep steps in walking, marching, dancing, &c, and the 
beat in music ; in reading history, impress the era, and the 
order of events, strongly upon your mind, and compare eras, 
that is, the destruction of Carthage with the reign of Julius 
Csesar, and also with the founding of Rome, the reign of 
Cyrus, the Pelopenician wars, &c. Give yourself so many 
minutes or hours to do certain things, and observe the time 
taken in doing them, which, besides improving this faculty, 
will greatly aid you in laying out your time. Be punctual at 



ATTEND FIRST TO WHAT IS MOST IMPORTANT. 67 

your meals, appointments, and every set time for doing things, 
and fix a time for doing things whenever it is practicable ; and 
above all things, employ all your time. 

This leads me to speak of an almost fatal error or omission ; 
namely, that of allowing many a minute and hour to pass 
without doing much of any thing in particular. True, persons 
breathe, and perhaps move, or talk, but effect nothing of im- 
portance. They regard the loss of a half-hour at breakfast, 
an hour at dinner, and many minutes and scraps of time during 
the day, and perhaps the morning or evening or both, as of 
little account, and thus soon squander weeks and years, which, 
rightly employed, might have contributed largely, not only to 
their present, but also to their future enjoyment. I know of 
no lesson that can be instilled into the forming minds of child- 
ren more important than teaching them to Jill up every minute, 
every second of time with something useful to themselves or 
others. Who ever saw a great or a good man not full of 
business, too full to find any leisure time to waste ? 

Another immense consumption of time occurs in not doing 
the most important things first, and throwing minor matters 
into the background. A vast amount of time is consumed in 
being fashionable, in altering dresses, bonnets, &c, in pre- 
paring for parties; in making a display ; in idle, foolish conver- 
sation that does no one any good ; in making things of little 
comparative value, too numerous to mention ; in preparing 
and drinking tea, coffee, chocolate, wines, spirituous liquors, 
&c. &c, mainly for looks, the extra time spent upon them, 
being a waste of that precious gift — existence : and so of 
thousands of things of which these will serve as samples. 

The fact is, that man's standard by which he values things, 
is utterly erroneous, and this error is fatal to his happiness. Let 
him but consult his nature, as developed by Phrenology ; let 
him see what faculties he has, their relative size when large,* 
and the conditions of their action, their wants, and natural 
functions, and he will have the true data for the division of 

* Large Cautiousness occupies several times more brain than large 
Size, and large Causality or Adhesiveness, than large Color, or Weight, 
etc.; and the larger any faculty is in this sense, the more happiness or 
suffering will its action impart. 



6S ATTEND FIRST TO WHAT IS MOST IMPORTANT. 

his time. Two or three faculties combined, now usually en- 
gross most of the time of man, besides enslaving the other 
faculties. Let all the time spent in every thing appertaining 
to raising and preparing food and eating it, and in drinking, 
(Alimentiveness) to fluttering in the sunshine of fashionable 
life, [Approbativeness and Self-Esteem,] to love, [Ama 
tiveness and Adhesiveness,] and to acquiring property, [Ac- 
quisitiveness,] be separated from the time spent in other things, 
and the balance would be small indeed. Is it right, is it wise 
to allow these few animal feelings to rule the entire man ? 
Was man made merely, or even mainly, to eat, show off, be 
sensual, and amass wealth? "No!" exclaims Phrenology; 
" for, man has other and larger organs to be fed and exercised. 
Our journeymen and laborers who are out of employ, do not 
seem to know that they can spend their time more pleasurably 
and profitably in intellectual and moral culture, than merely 
in getting something to live upon. Indeed, men generally do 
not act as though there were any thing else to do or live for, 
or any other source of enjoyment but making money, and 
gratifying their ambition, ill-will, love, appetite, and other 
merely animal feelings. They have overlooked the great 
truth that their moral and intellectual faculties, should en- 
gross more of their time. Attention devoted -to them, is the 
most important, the most momentous business of life. Let 
time be spent on them first, and then let surplus time go to 
the lower feelings. 

A vast amount of time is also consumed by one person 
trespassing upon the time of others. Time is life ; and as one 
man has no right to take the life of another, so he has none 
to consume his time. Hence, whenever with our fellow-men, 
we should either let them entirely alone, or else do our best to 
benefit them, and be very careful how we encroach upon the 
time of others. Nor should we allow our time to be en- 
croached upon by others, because silly fashion has made it a 
rule to drop whatever we are doing, and attend to company. 
I, for one, despise and disregard this requirement ; not giving 
any of my time to others for politeness sake, and considering 
my short stay on earth too valuable to myself, too important to 
my fellow-men, to be squandered in dancing attendance at the 
shrine of fashion. 



ANALYSIS AND ADAPTATION OF TUNE. 69 

These remarks upon the value and improvement of time, 
have struck a deep and rich vein, which, at other times, and in 
other connexions, I intend to follow out more fully ; for, it is 
a subject that lays near my heart, and one over which I have 
mourned and pondered for years. The utter folly of man in 
this prodigality of time, — aye, its worse than folly, its con- 
summate wickedness, its climax of crime, and the evils cluster- 
ing around this misimprovement of his earthly existence — 
has opened a deep vein of grief in me, and kept it open — kept 
a continual stream of sorrow, pouring forth wherever I turn 
my eyes, and whatever I see my fellow-men doing — a stream 
which I cannot describe, and to obviate the cause of which, I 
am determined to do all within my power. Hence it is, that, 
in the name of all that is sacred in our nature, I urge upon 
parents and teachers the importance of cultivating the faculty 
of time in children. I shall hereafter show, somewhat in 
detail, how time may be spent to better advantage that it now 
is — that is, how to reap from it a far richer and more abundant 
harvest of pleasure than man now enjoys. This can be done, 
and Phrenology shows the world how to do it. I can hardly 
forbear entering upon this subject here, but my limits forbid. 
In the journal department, in the series of articles entitled 
" Existing evils and their remedy," I shall soon reach and ex- 
pound a kindred point, and in this work, shall again broach it, 
when I come to show mothers how to get time to become the 
educators of their children. 

TUNE. 

The musical feeling and faculty: ability to learn tunes by rote, and to de ' 
tect harmony and discord by the ear: ability and disposition to sing 
and play on musical instruments: love of melody and musical harmony; 

Adaptation. — Man is a musical animal, and constituted so 
as to receive a great amount of real pleasure in singing and 
listening to music ; and this facnlty is the means and medium 
of that pleasure. It is adapted to musical sounds and to 
concord in music, and the musical octave is also adapted to it. 
Without it, or in its absence, one note in music could not be dis- 
tinguished from another, and that soul-stirring delight ex- 
perienced in its exercise, would be unknown. With it, the 
merry, friendly, mournful, devotional, martial, and almost 



70 NATURAL MUSIC PREFERABLE TO ARTIFICIAL. 

every other human sentiment and passion, can be combined, 
and stirred up to a degree of intensity scarcely possible without 
it. It may also be employed as a means of refining and 
elevating the feelings, and exciting the thrilling, touching, 
melting, exquisite, beautiful, &c. 

Music is music, the world over, and concord and discord 
affect the ears of the savage and the civilized in the same 
maimer. What is music to the refined Anglo-Saxon, is equally 
so to the red man of the forest, and the sons and daughters of 
China and Siberia, and their octave is our octave. The musi- 
cal feeling is planted in nearly every human soul, being as 
much a constituent portion of man, as lungs, or brain, or a 
mouth, and is designed and calculated greatly to augment hu- 
man happiness and improvement. It should, therefore, be 
universally cultivated, especially in the young. It is generally 
cultivated, but not rightly, or in harmony with its natural 
function. 

Its one, distinctive funetion is to learn to sing by ear. It 
scorns the trammels of notes, gamuts, and fa, sol, la, but gives 
a spontaneous expression to this musical feeling by appropriate 
sounds, or else learns tunes by rote, that is, from hearing them 
sung or played. True, it calls notes and instruments, and the 
science of music, to its aid, but only as attendants and servants ; 
whereas, the modern method of teaching music has rendered 
them primaries and principals, to the almost entire exclusion 
of singing by ear. And then, too, our concerts, oratorios, thea- 
tre, church, and parlor music, &c, is nearly all purely artificial 
scarcely a vestage of natural music remaining. True, 
great science and wonderful skill and art are displayed, but 
artificial music does not come from the heart, nor reach the 
heart. It may make us wonder at the skill of the performer, 
but does not stir up the fountain of feeling, nor make us happy. 
I verily believe that burning every note of music ever printed, 
and preventing any more from being printed, would augment 
man's pleasure derived from music, besides facilitating its ac- 
quisition. When art can excel nature, Avhen man can outdo 
his Maker, then, but not till then, may we be benefitted by 
learning and practicing music scientifically, or from books 
first. Our colored population, especially at the south, often 



TEACHING TO SING BY THE EAR. 71 

make hills and dales echo with their peals of song, yet they 
never learn to sing scientifically, nor from notes, but by means 
of the instinctive exercise of this faculty. And yet, many music 
teachers actually forbid their pupils singing by rote ; but they 
may as well pull out their teeth and sew up their mouths, in 
order to help them eat, or set them to studying the dead lan- 
guages in order to make them good speakers. [See remarks 
on Language, p. 5.] Teach them to sing by ear first, and 
then, if you see fit to aid them by teaching the science and 
"rules" of music, and to read tunes by note, they may be im- 
proved and perfected thereby, but teaching them the latter first, 
is like standing a pyramid on its apex. 

And then, too, learning to sing the natural way, is as much 
more easy than by rule, as walking on the feet is more easy 
than on the hands, because the former is natural, and the lat- 
ter, unnatural. I cordially approve a practice quite common 
in New England, of frequently relieving the tedium of the 
school-room by singing a tune in which all the scholars take 
part, and thereby cultivate this faculty early, and in the natural 
way. Let all young children sing themselves, and let all, es- 
pecially the young, instead of waiting till they have taken les- 
sons in music, or for a formal set-to at the piano or accordian, 
strike up the cheerful lays when about the house, or garden, 
or field, and promote their own happiness, as well as that of 
those about them, by giving frequent and unrestrained expres- 
sion of those lively buoyant, cheerful, happy feelings so com- 
mon to youth. Let boys whistle, and let laborers make the 
fields ring and the forests echo with their merry, thrilling 
notes of music, and let our young ladies, (except those who 
are corseted too tight to inspire breath enough to sing well,) as 
they skip and fly from room to room, strike up some lively 
song or pleasing chorus. 

It should be added that singing is highly promotive of health ; 
for it exercises, and thereby strengthens and invigorates, the 
kings, by increasing the amount of air inhaled, and aids diges- 
tion, besides affording much exercise of parts too liable to re- 
main dormant — three of the main functions of animal life, as 
well as conditions of health. It also throws a ceeerful, serene 
influence over the mind and feelings, and infuses new life into 



72 EVILS OP THE PRESENT SYSTEM OF TEACHING MUSIC, 

the whole man, physical and intellectual. Plaintive tunes, and 
minor modes, should seldom be sung, especially to children, 
for they depress the feelings, diminish the circulation, and 
overcast the mind with gloom and sadness, yet sacred music is 
highly beneficial ; for, it imparts a calmness and serenity to be 
obtained no where else. 

The combinations of Tune, are inimitably beautiful, and,, 
by means of them, nearly every feeling and sentiment maybe 
enjoyed and expressed sweetly and delightfully. Thus ; com- 
bined with Language and the social feelings, it expresses af- 
fection and love : with Combativeness and Destructiveness, it 
revels in the martial sounds of the fife, the bugle, and the 
drum : with Constructiveness, it wiles away the tedious hours 
of labor by song: with Veneration, its signs songs of Zien, and 
elevates and purifies the soul by kindling and expressing the 
sentiments of devotion, of gratitude, of praise, &c. : with Pa- 
rental Love, it sings cradle ditties : with Mirthfulness, it sings 
the comic song : and, with unbridled Amativeness added, it 
joins in boisterous revelry and mirth, &c. Hence, k can be 
rendered subservient to the best of ends, or to the worst — can* 
be employed to elevate and purify, or degrade and debase, it$ 
possessor ; so that its combinations with the higher sentiments 
should be cultivated ; but not in accordance with the modern 
musical tastes and fashions, which are mostly wrong. A few 
of their errors are too glaring to be allowed to pass unexposed 
and unreproved. 

1. Though the musical taste and talent are strong and active 
in infancy and childhood, yet the artificial singing of adults, 
does not call it into vigorous exercise, and therefore, it becomes 
small. After its size has been thus reduced, girls and young 
ladies are set down to the piano as a task, and compelled to- 
practice hour after hour from notes, without any aid or relish 
from love of music, till they become tired and disgusted. And 
then, they must be laced so tightly that they cannot perform 
with ease, and are injured instead of being benefited, and the 
whole of their singing rendered stale and artificial. Still, they 
must learn music in order to get husbands ; to be laid aside 
when that one end of female education is attained. Now, if 
this singing by rote, and singing when about the house, while 



STRICTURES ON MODERN MUSIC. 73 

the hands are employed in labor, were cultivated from childhood,, 
it would be continued through life, pouring an almost contin- 
ual stream of pleasure into the soul of its possessor. 

2. The words usually set to fashionable music, meet my un- 
qualified censure; for, three-fourths if not nine-tenths of them 
are love sick ditties, or the pinings of unrequited love. I can 
not see how half of them can be sung by a modest woman with- 
out crimsoning her cheek with the blush of shame. And then 9 
to give music its full power, the performer must feel both the 
words and the song. It is passing strange how fashion can so 
"strain at a gnat, and swallow a camel," but no more strange 
than true. However, those ladies who think otherwise, have 
the same liberty to sing these love-sick verses that I have to 
think what I please about those who do it. 

3. But the principal fault of modern singing, is that it is un- 
natural, strained, and artificial. This is a natural conse- 
quence, however, of the method by which it is taught, and 
can be obviated only by teaching children to sing, and that by 
rote. Listen to the music of the concert, the parlor, the thea- 
tre, the martial field, and even the sanctuary, and how little 
emotion does it stir up, compared with what might be done. 
Sacred music, properly conducted, would fill all our churches ? 
and induce many to attend religious meetings, whom this arti 
ficial singing will not call out. 

I doubt the utility of having the singing in our churches per- 
formed by a chosen few, called "the choir." Rather let it be 
done by the whole congregation. Pursue the plan already 
pointed out, and all will be as competent to sing in a church as 
any now are ; for, all have the organ, and, by beginning young, 
all might learn to sing. This organ averages several degrees 
larger in children than in adults : the cause of this has already 
been attributed to artificial music having been so generally 
substituted for that which is natural. 

A good voice is also indispensable to a good singer, and a 
strong constitution is equally indispensable to a good voice ; so 
that a good voice for siging — one that is clear and strong, is a 
sign of good health, while a feeble voice, formed at the top of 
the throat, and not shrill, clear, and, full, evinces a weak, frail 
organization. I have noticed, also, that in addition to a strong 



74 ANALYSIS AND ADAPTATION OP LOCALITY. 

constitution, good singers usually have the sanguine-nervous ', 
or vital-mental, temperament ; which gives remarkable inten- 
sity and power of feeling, and this intensity of feeling is the 
most essential element in good singing. 

Time and Tune naturally act together, and mutually aid 
each other. Hence, it is as natural for children to keep correct 
time in singing, as to sing at all. There are probably two 
organs of Tune, the lower one for catching tunes and singing ; 
the upper, for appreciating the higher qualities of music, such 
as its harmony, and the lofty, thrilling, and exquisite in song. 

Instrumental music is very good, and playing on wind 
instruments is calculated to strengthen the lungs, (unless carried 
to excess,) yet, after all, no instrument ever made by man, can 
equal the human voice, either for melody, or expression, or 
sweetness of tone. Let no person neglect to sing daily. 

After making remarks analogous to these at Chelmsford, 
Mass, the Presbyterian clergyman of that place remarked, that 
they were in striking harmony with the system of Pestalozzi, 
and added that a singing master then in C, was conducting a 
school upon this principle. About that system I know little 
or nothing, not as much as I wish ; but, if it be analogous to 
this, it must certainly be correct, because founded in the nature 
of mind. 

LOCALITY. 

Local memory ; recollection of the place where we have 
seen persons or things ; the geographical faculty ; memory 
of roads, scenery, the looks of places, where on the page 
certain facts or accounts were seen, fyc. ; desire to travel 
and see places, and ability to find them ; the where 
where faculty. 

Adaptation. — Every physical thing must be in some place, 
and one thing cannot be where another is. Space exists, and 
constitutes a necessary property of matter ; and thus far, man 
has been unable to find its limits. Around us, above us, every 
way, it is to us boundless. The extent to which man has 
carried his observations, though millions on millions of miles, 
is probably but a small moiety of those endless fields of space 
which have been stretched out by the hand of the Almighty. 
But for this element of things, our houses and every thing 
else, could have no place to be, could be no-where, that is, 



ANALYSIS AND ADAPTATION OF LOCALITY, CONTINUED. 75 

couli not be at all ; and without thi^ faculty in man adapted 
to this element of matter, though his house and other things 
might have a "local habitation," yet he would be unable to 
find them, and would be perfectly lost every time he left one 
place or thing to find another. This faculty enables its 
possessor to retrace his steps through a winding road! with 
many cross roads, or through the forest ; to call to mind the 
looks of places and position of things ; to find places once seen ; 
and to keep the points of the compass correctly in his head, &c. 
Those in whom it is small, soon lose themselves in a city or 
the woods, and findplaces or learn geography either practically, 
or from maps, with difficulty. 

The valuable ends attained by the full development of this 
faculty, are very great 5 and the importance of cultivating it, is 
of course equally so. The present system of teaching geography, 
is probably less faulty than that of teaching any other science, 
yet it might be improved, 

1. By being begun earlier, and rendered more practical. 
Thus ; when your child is two years old, it will know the 
house in which it has lived from other houses, and should have 
its attention called to this point. Beginning with the rooms 
in your house, teach it which way is east, west, north, and 
south, above, below, right, left, &c., and often ask it in which 
room the bureau, or sofa, or clock, or stove, &c. is, and then, 
in what part of the room. Then, if you live in the country, 
or have a garden or fields, teach it their geography, and 
frequently ask it where certain trees, or fields, or stones, &c. &c. 
are ; where the woods, wheat-field, corn-field, meadow, &c. are ; 
where such and such neighbors live, and a thousand similar 
questions. If you live in the city, pursue a similar course in 
regard to houses, &c, and when you walk out, ask in what 
direction home is, or any curious thing it may have seen. 

In presenting this subject, I cannot probably do better than 
to draw my illustrations from the course pursued by myself in 
reference to my own daughter. After moving from 210 
Chestnut St., Philadelphia, when she was just two years old, 
I observed that whenshe passed it, she stopped, saying, "I used 
to live there." Taking her upon my horse, (which, in spite of 
its being unusual, I did for her health, as well as my own,) as 



76 A NEW METHOD OF TEACHING GEOGRAPHY. 

I rode up or down the street, I ask her which way home or 
mother was; and then turning a corner, I asked . " which 
way now?" I one day called her attention to a place some- 
what unusual in looks, and stopped my horse, requesting her 
to look at it, so as to remember it next time. A little further 
on, we saw a parrot, which delighted her exceedingly. The 
next day, as we came to the place just mentioned, she exclaim- 
ed with joy, "Oh pa, we are coming to the parrot soon." I 
asked her which way the parrot was, andthustook every oppor- 
tunity of exercising her Locality as well as Individuality, 
Eventuality, Language, and Causality. 

After pursuing this course for a time, you can extend your 
explanations to the geography of the earth, but, in so doing, 
bear one thing in mind — namely, to teach them the natural 
divisions of the earth, such as its divisions into mountains? 
rivers, oceans, valleys, &c. first, before you begin to explain 
the artificial divisions of the land into different countries or 
states. Thus, in teaching them the great natural landmarks 
of the earth, suppose you begin with the mountains ; and, 
commencing, at the southern extremity of South America, 
Show them a map, or some representation of the Andes, and 
their passage north and east through the isthmus of Darien, 
and forming the rocky mountains, which extend to Behring's 
straits, cross into North-eastern Asia, forming Skamschatska 
and extending on to the Himaleh mountains, and then 
branching off, one branch forming the Polynesian Islands, 
and the other running east and forming Mount Ararat, the 
Alps, Pyrenees, rocky cliffs of Gibraltar, and the mountains of 
the Moon, in Northern Africa, &c. Here they have the 
mountainous framework of our globe. 

Then teach them the divisions of this land into the basins 
of rivers ; such as the valley of the Mississippi, St. Lawrence, 
Hudson, Connecticut, &c, and their sub-divisions, the former 
into those of the Ohio, Missouri, Arkansaw, &c. Then show 
them the leading characteristic, or topography of each. Each 
valley has its leading features. Thus ; the St. Lawrence is 
characterized throughout its course by innumerable falls, 
exactly like those of Niagara and Genesee, except in size. 
The same range of rocks that forms the Niagara falls, also 



TEACHING HISTORY WITH GEOGRAPHY. 77 

extends on east and forms the Genesee falls, and those in the 
Black River at and near Watertown. The same horizontal 
strata of rocks, the same deep gully below the falls, and the 
same fossil remains in the same strata, characterize them all, 
and all the rivers that enter the St. Lawrence, whether from 
Canada or from the U. S. The same is true of the aspect of 
the country. 

The Susquehanna, again, has an aspect entirely different 
from that of the St. Lawrence. Its bed, from the head-waters 
of all its branches, throughout its entire course, is broad, and 
its waters shallow, and on each side, at almost any part of it, 
or any of its branches, will be found terraces, or rapid ascents 
from the bed of the river for a few feet and then a level, and 
another rise and level, corresponding on each side of the river. 
Its waters often run close under the base of the mountain, 
which often rises rapidly to a great height, and is quite regular. 
Any person at all acquainted with the general aspect of either 
of these rivers or any of their branches, in casually entering 
any part which he had not seen, and did not know to what 
river it belonged, would know where it belonged just from its 
topographical resemblance to the other portions of that river. 

Combining the organs, or calling several faculties into action 
at the same time, will be found of incalculable value in teach- 
ing and learning geography, as, indeed, any thing else. That 
is, while you are exhibiting the position of places and the geog- 
raphy of a country to Locality ; let Eventuality also be called 
into action by mingling the events or history of the people^ 
with the geography and aspect of the country. In other words, 
let the teacher tell them all that is known of the history, pe- 
culiarities, modes of life, habits, government, laws, customs, 
&c, &c, of each country, together with landscape views of 
their principal cities, buildings, rivers, mountains, scenery, &c. 
For instance, connected with the geography of England, show 
them a view of London, taken from some point from which it 
can be seen to the best advantage, and then other views of 
"Westminster Abbey/' "The Tower," "Buckingham Palace," 
&c, &c, with the history and remarkable events that have 
transpired in relation to each. And then, by a very cheap 
cosmorama, or a mere magnifying lens even, tach pupi 



78 MAKING SCIENTIFIC EXCHANGES. 

could be placed in full view of London, or any other 
place, or scenery, or building in the world, and see it 
apparently in the distance and as large as life, and at an ex- 
pense not greater than the present method of supplying each 
scholar with a geography and atlas ; for then, one set could 
be made to serve the whole school. Let each civilized nation 
employ artists to take and lithrograph views of their principal 
landscapes, cities, &c. ; and then let the nations interchange, 
these specimens ; and let government supply them to the pub- 
lic schools. This is what we want governments and public 
officers for; not to make long speeches, and roll logs, and vote 
for each other, that is, "I'll tickle you if you'll tickle me." 
As our governments are now conducted, they do more harm 
than good, besides spending immense sums of money which, 
spent in the way just proposed, and other similar ones, would 
do good, whereas it now only robs the pockets of the people, 
to be squandered by public (not servants, but) spendthrifts and 
cheats : but more of this in that series of articles entitled, "ex- 
isting evils and their remedy," in which I shall expose politi- 
cal evils and abuses, and propose a more excellent way. 

By teaching geography in this way, children would not have 
to be whipped to school, nor for playing truant, but would long 
for the hour to arrive when they could go to partake of so 
rich an intellectual feast. 

This course presents still another advantage — that of teach- 
ing the true nature of man. Civilized life is mainly a per- 
version of human nature ; but, a summary of the true nature 
of man, and thus of the true road to happiness, would thus be 
forced home upon every one of the rising generation/and this 
would lead to an immediate reform; for, \t would reveal 
many excellent customs practiced in savage and half civilized 
life, and expose many that are injurious, and thereby lead the 
youthful mind to reflect upon the true nature of man, as well 
as to select "the good, but cast the bad away." 

Another suggestion. The national phrenological develop- 
ments of every nation, should be given, and the coincidences 
between their heads and characters, should be drawn. This, 
besides teaching them Phrenology, both in theory and practice, 
would enable them still farther to form a correct estimate of 



TEACHING NATIONAL PHRENOLOGY WITH GEOGRAPHY. 79 

the nature of man, and to see what customs of different na- 
tions are in harmony with it. Drawings of national heads, 
and busts of their leading characters, might and should be pro- 
cured. If our Exploring Expedition had taken along a skil- 
ful and devoted Phrenologist to make examinations of na- 
tional iieads, and to set all hands at work collecting sculls, busts, 
specimens, drawings, &c, of national heads, as well as of the 
animals, including birds &c, of different climes, his labors and 
report alone, would have been worth more than that of all the 
rest besides and been a "quid pro quo" or equivalent for its 
immense expense. "When will the nations learn wisdom ?" 
Still another suggestion. Every school should be furnished 
with a geological and minerological cabinet, embracing all the 
most important specimens of the globe. This might be done 
very easily, by that system of exchanges proposed and practiced 
by Josiah Holbrook. His plans are excellent. Let them be 
adopted, that is, let a school, situated in or near a coal or iron 
region, collect a great amount of iron oar, or coal of the kind 
near them, and let another school, situated in a marble, or ' 
granite, or scionite region, collect large quantities of marble, 
or granite, or sienite, &c ; and then let each school exchange 
with evrey other. Let this system be extended to nations, as 
well as schools; or, rather let there be a national institution, 
to effect these and similar ends, including the geographical 
drawings mentioned above, and the good effected thereby, 
would be incalculable. It would also give employment to 
many discerning and talented artists, who are now almost 
starving, as well as foster a taste for the natural sciences and 
the fine arts, and spread light and knowledge throughout the 
earth. And think you that this would not lessen our calen- 
ders of crime, empty our prisons and penitentiaries, and pro- 
mote moral purity and intellectual attainments, to a degree 
which would well nigh drive vice and crime from our world, 
and do infinitely more to induce the reign of the moral and in- 
tellectual faculties than any other, if not than all other means 
now in operation, modern preaching included t This would 
as assuredly beget a love of study, and especially of the study of 
nature, of the laws, and operations, and adaptations of nature, 
which, in adition to the knowledge imparted, and the pleasure 



SO A NATIONAL LITERARY EXCHANGE INSTITUTION. 

afforded thereby, is more effectually and certainly promotive 
of moral purity, than any thing else in which the human mind 
can be engaged. To every student of nature, I appeal : Is not 
the study of nature eminently purifying and elevating to the 
soul ? What more than the study of the works of God, is cal- 
culated to call forth Veneration in his worship, or Conscien- 
tiousness in living an upright, blameless life ? What will fill 
the soul with wonder, praise, and love to God, more than be- 
holding the infinite wisdom displayed in his works, and all to 
enable man to be happy in both body and mind ? What will 

carry us 

" Through nature up to Nature's God ?" 

What will equally quell the passions, promote good feeling, and 
moral integrity, and dispel vice and immorality in all their 
forms? Butll forbear, fori am encroaching upon ground 
appropriated to another department of my subject, namely, the 
importance of training the intellectual and moral faculties to 
act together, that is, of teaching God in all his works, of 
not teaching children any thing in science or nature, without 
teaching them God in it all ; or, the importance of studying and 
teaching natural theology. After analysing the moral fac- 
ulties, I propose to' show that the juxtaposition of the moral 
and intellectual organs, as well as the facility with which the 
two combine, establishes the conclusion that natural science 
and natural theology, should be taught and learned to- 
gether ; that the latter should form a part of early education, 
that the noxious dogmas and superstitions of modern religious 
sectarianisms, should be rooted up, and the study of the works 
of God, and of God in his works substituted in theire stead — 
that modern religion is sadly defective ; n not being founded in, 
and built upon natral religion and that natural theology and 
the character of God as drawn from his works, is indispensable ; 
or rather, should preceede and prepare the way for, the teach- 
ing salvation by Christ, which is only the superstructure of 
natural theology ; and which must be founded in it. Both 
religion and education are sadly deficient by each standing sep- 
arately, whereas they naturally go together, and "what God 
hath joined together, let not man put asunder." 

The studies of Geology and Astronomy come as appropri- 
ateley under the faculty of Locality, as any other. We cannot 



SHOWING CHILBREM GEOLOGICAL PHENOMENA. SI 

see a rock or an embankment, a mountain, a valley, a river, a 
stone, a mineral, without having the conviction/orced upon us, 
that some most important geological changes have occurred, 
and continue to occur, in regard to our earth. To me, geologi- 
cal facts and observations, have always been most interesting, 
and, though I know little about the science of geology, still I 
observe and reflect upon all the geological p henomena within 
my reach, as 1 travel from place to place. Nor do I fail to put 
together what I see in different places, and to search for a 
common cause, as well as to philosophise upon the earlier con- 
dition of our earth, &c, &c. The various layers of earth 
seen on digging into an embankment, and the different strata 
of rocks and substances in the same rock, the different veins in 
rocks, the crystalizing of earths, pudding stones, conglomerated 
rocks, the shells often found imbedded in rocks, stones laying 
far above the water and yet appearing as if worn by running 
water, and having eddies in them, dug out by running water, 
petrifactions of fish and animals in stone, the tracks of animals 
in stone, and also even imbedded in rocks, and that on the 
tops of mountains,* the remains of animals, often of immense 
size, whose race is now extinct, found imbedded deep in the 
earth, and often even in solid rocks — these, and innumerable 
kindred phenomena, one and all, teach lessons about the past, 
if not prognosticate future events, which man can know and 
should learn, and which will yet lead to some discoveries of 
immense utility and magnitude. I say, then, let children and 
youth be taught geology. As you walk with them, past a rock 
composed of different materials, or see an embankment having 
different strata and qualities of soils, pebbles, clays, &c.,one above 
another, point them out and explain what k is known or suppos- 
ed of their cause ; and so of other things. Whenever prac- 

* A few years ago, Prof. Hitchcock, of Amherst College, discovered nu- 
merous tracks of birds as large as the ostrich, and even larger, in the pa- 
ving stones of the streets of New Haven. Posterity will award immortal 
honor to this distinguished devotee of science ; and this eminently talented 
expounder of geology, for his successful labors in this and other depart- 
ments of science. His head is the head of a truly great man, — one in 
an age, — andhis talents are of the very highest order, besides their being 
turned to the best account, and being assiduously cultivated. Prof. 
Edward Hitchcock will be long and gratefully remembered and honored. 

6 



S2 INFLUENCE OF THE STUDY OF NATURAL SCIENCE. 

ticabie, take them into coal and other mines, to salt-springs, 
sulphur-springs, mineral-springs, (those of Saratoga included,) 
or into a well before it is stoned up, and Xhws put them upon 
the track of observation and reflection, for themselves, and 
you will thus "sow seed on good ground," which will take deep 
"root, spring up, and bring forth fruit, some thirty, some fifty, 
and some a hundred fold," not only of immediate pleasure, 
but also of subsequent pleasure and profit to them tlrrough- 
out their whole lives. Get them a hammer, and take 
them with you to quarries, and upon the mountains in search 
of minerals, (at the same time calling their attention to inter- 
esting flowers, vegetables, &c, &c, as directed under the 
heads of Individuality and Eventuality,) and think you that 
these rural rambles will not invigorate and expand both mind 
and body, and stimulate the intellect a hundred fold more 
than does "setting on a bench and saying A," or spelling "baker, 
cider, brewer," &c, for the hundredth time ? If not, then ami 
no judge of the nature and operations of mind — then have I 
been misled both by experience and observation. I repeat 
what I have before said, that our schools as now conducted, 
are public curses — that they cramp, instead of improving, the 
intellect — that they deaden and diminish both mind and body — 
that they violate nearly every law of intellectual culture — that 
they cause the intellectual dwariishness of mankind, and also 
foster all the vices by creating a dislike for study, as well as 
by propagating the vices of every bad scholar through the 
school, throughout the district, and throughout the town — that 
we must have a change — and that Phrenology will work it. 
This glorious science has only to be spread and studied, com- 
pletely to revolutionize man civilly, politically, religiously, 
morally, intellectually, and physically, so that a hundred years 
hence, he would not be recognised as belonging to the same 
race. Phrenologists, remember, that, in propogating this sci- 
ence, you, though a mere handful, are doing more good, pro- 
moting more happiness, abolishing more vice, and sowing the 
seeds of virtue, more than all the lawyers, doctors, teachers, 
clergymen, and religionists, of all Christendom, and ten years 
will prove it by experiment. Ten^ years will turn, and 
overturn these United States, till the true principles of this sci- 



WHAT PHRENOLOGY WILL YET DO FOR MEN. 83 

ence leaven society, till existing institutions totter on their basis, 
and are "rolled together and pass away as a scroll," to make 
way for the principles revealed by this science. A greater in- 
strument of good to mankind, was never raised up than this 
same "American Phrenological Journal/' and a few years will 
give it the influence it is destined to exert. These pages will 
remodel the intellectual education of children — the first step 
towards this great and glorious result, and the balance of this 
work will remodel the government and moral training of chil- 
dren ; which alone will gain the day 5 and then Phrenology 
applied to religion, will complete the victory, and renew man 
morally as well as socially,* intellectually and physically. 
Mark these prophecies, and place them by the side of 1852. 

I have alluded to the study of Astronomy in connexion with 
Locality, because the relative position of the heavenly bodies, 
at different periods, comes under this organ more appropriately 
than under any other ; though it involves Form, to give good 
eye-sight ; Size, to appreciate distance ; Weight, to take cog- 
nizance of motion; Calculation, to do the numerical computa- 
tion ; Eventuality, to take cognizance of the changes and 
motions of the heavenly bodies ; Order, to perceive their har- 
mony — " heaven's first law" — Time, to calculate their posi- 
tions at past and future periods ; and Causality and lower Com 
parison, to do the requisite reasoning. Still, space and^os/- 
tion are the two main things concerned in Astronomy, and 
therefore, my remarks on this science, come appropriately un- 
der this faculty. 

From the summary just given of the organs enlarged in 
studying Astronomy, it is self-evident that no study affords 
more intellectual discipline than that of Astronomy. It 
should be generally studied, —not by the scientific few, who 
make almanacs, — but by all classes. Nor is this impossible 
on account of the difficulty connected with its being too deep 
and abstruse. I fully believe that good practical instruction 
only, is necessary to enable youth, if not children, to under- 
stand and practise it sufficiently for all ordinary purposes. At 
least, the various constellations might be pointed out, and the 

* My work on Matrimony, will reform man in his social and matrimoni- 
al relations. 

6* 



84 THE STUDY OF ASTRONOMY. 

relative positions of the principal stars, together with the mo- 
tions and distances of each, &c, &c. Nor is this all: the time 
of day and night might be correctly ascertained from their 
motions and positions. How is it that many of onr old farm- 
ers, will get up at any time of the night, and tell the hour ac- 
curately by the position of the stars ? And "if these things 
be done in a green tree, what shall be done in the dry ?" If 
these things can be learned ivithout a teacher or early instruc- 
tion, but from casual observation alone, what could not be ob- 
tained by beginning these observations ear/y, under excellent, 
practical tuition, and continuing them through life ? Even 
the Indians can not only tell the time of the year and the hour 
of the day or night, with an accuracy impossible to us, but 
what is more, they can predict the weather for days and years 
to come. Our Astronomical observations are exceedingly 
limited and inaccurate ; and yet, I am fully persuaded, that we 
might be able to tell the state of the weather and its changes 
for days and weeks, \i not an entire season, and probably several 
seasons in advance. The animals do this. Then why not 
man ? The spider shapes her net in anticipation of the weather, 
and changes it before we discover a sign of a change. If the 
season is to be wet, the beaver builds his hut one story higher 
the preceding fall ; and, if the winter is to be very severe or 
protracted, the squirrel lays in an extra supply of nuts ; and so 
of many other animals. A knowledge of these things is cer- 
tainly more important to man than to animals, in order that, 
in a wet season, he may raise more of those crops that are 
adapted to wet weather, and in a dry, or cold, or hot season, 
he may plant and sow the kinds of crops that will grow best 
in that season, as well as plant or sow early or late, as the 
season is to be early or late. Does a merciful God, who has 
shown so much greater care for man than for brute, supply to 
brute so important a knowledge which he denies to man ? 
True, they are said to be guided by what is called instinct, (I call 
it intuition, or the natural, intuitive action of the phrenologi- 
cal faculties ;) but, if man has not the instinct, he has what is 
better, namely, greater powers of observation and reflection. 
And in addition to this, I believe he has as much instinct, at 
least in regard to the weather, as brutes, if he would only dis- 
play it 






PREDICTING THE COMING STATE OP THE WEATHER. 85 

But however this may be, one thing is clear, that the weather 
is governed by invariable laws of cause and effect. Every 
change in the weather is caused ; and these causes, or at least 
most of them, are within the scope of man's observation. I 
remember once hearing an old farmer observe, that the charac- 
ter of the equinoctial storm, was a sample of all the storms of 
the next six months — that if that storm came off clear and 
cold, all the storms of the fall and winter, would clear up in 
the same way, and the snow and cold be abundant, and the 
winter severe ; but, if that storm cleared off warm and muggy, 
all the storms of the fall and winter would end in rain, and the 
winter be open. I have observed this every winter since, 
and found this sign invariable. The equinoctial storm of Sep- 
tember, 1841, was remarkably warm, and the winter unusual- 
ly mild and open. 

I have also observed that the cold snaps, as they are called, 
of fall and winter, continue about three days — the first day 
being cold, the second very cold, and the third, cold, but less 
so than either of the others, which concludes the spell. And I 
believe a similar principle governs the seasons as well as days. 
So also, the frosts of fall tally with this arrangement. The 
first night of a cold spell brings a frost, the second, a heavy 
one, for the season, and the third again, lighter; though, early 
in the season, it may not be cold enough to cause a frost the 
third night, nor even the first ; yet the relative coldness wil 
be much the same 

I do not, however, intend to point out signs of the weather, 
so mueh as to illustrate my idea that there are signs, which, 
if observed, would be of incalculable advantage to seamen, 
agriculturists, and indeed, to all, and that these signs should 
be pointed out to children, and additional ones observed. In 
other words, let this department of nature also be observed 
and studied, and all the advantages within our reach, derived 
from it. Many also think that the changes of the moon effect 
the weather, and even the feelings, as well as influence the 
crops. This may be, but I have never observed this point, and 
therefore only say, look to it. 

In passing, I will add, that the study of the starry heavens 
has in it a certain something calculated to awaken emotions o£ 



86 MORAL INNFLUENCE OF ASTRONOMT. 

the sublime and the beautiful, surpassing all other studies. Thus ? 
the rolling thunder — the forked lightning — the western sky- 
tinged with gold as the descending sun sinks to rest — the clear, 
star-spangled canopy of heaven in a cloudless night — the twink- 
ling stars rolling over your head — the northern lights pouring 
their radiance upon you, or rushing and roaring over your 
head — the pouring rain and rushing hail and snow — the im- 
mensity of space above, below, and all around you — all be- 
speak the power, glory, and grandeur of that Being who crea- 
ted them, and are in themselves calculated to fill ihe soul with 
admiration and adoration for their great and all-powerful Archi- 
tect. Who can contemplate the immensity of the Universe, 
without bowing in worship 

" Before Jehovah's awful throne ?" 
Let " Dick's christian Philosopher," and kindred works, be 
studied, and a knowledge of Astronomy become general, and 
man will be the better and the more happy. 

In. order to cultivate Locality, I observe the country through 
which I pass ; and, to do this the more easily, I mount the top 
of the stage, or promenade the deck of the steamboat as it trav- 
erses the valley and parts the hills, and catch a glimpse of 
hill, dale, field, and the aspect of the country as I dart past them 
on the Rail-Road ; but, rapid travelling affords fewer facilities 
for its cultivation, than proceeding more slowly. And I stop 
no-where, even for the night, without following a river for a 
few miles, or ascending a hill to obtain a prospect ; or follow- 
ing the shore of the ocean, or bay, or lake for miles, to see its 
geography, and always keep the points of the compass in my 
head. 

I cannot forbear here expressing the hope that the dangers 
and expenses of travelling, will soon be diminished. Every 
steam-engine I see, enforces still more deeply the conviction 
I have long entertained, that we are on the eve of some simple 
discovery, in the application of steam, or in steam-machinery 9 
by which the present immense consumption of fuel will be re- 
duced ninety-nine times in every hundred, and the complica- 
tion of the machines be obviated, so that they will not cost a 
hundredth part as much as now. I call the attention of me- 
chanics, to this suggestion— not to the improvement of the 



THE CULTIVATION OF LOCALITY. 87 

steam engine, but to its entire remodeling, so that the steam 
will emerge directly from the boiler upon — not the piston; for, 
that must be obviated — but by which it shall press directly 
upon a revolving cylinder, and give you the whole power 
of the steam — now not half its power is obtained — without 
any complication of the machinery, or danger of explosion. 
Then will the immense expense now attendant upon travelling, 
be obviated, and ail the pleasure and advantages of travelling, 
which are very great, be enjoyed with very little loss. 

The study of Phrenology affords excellent discipline to this 
faculty ; for, every organ must be located exactly right. A 
successful Phrenologist must have it large and well disciplined. 
Often, on retiring from the severe labors of examining heads 
all day, I have felt the brain composing this organ, as it were, 
appear to crawl, and have a prickling sensation, and in Dec. 
and Jan. last, when confined with the small-pox, and threat- 
ened with the brain fever, the heat of my forehead was great, 
and the pain most intense, in Locality, Individuality, Form, 
Size, Eventuality, Comparison, and Benevolence ; but, in 1 lo- 
cality the most severe. In every other part of the body and 
head, the disease worked to admiration, and the pustules filled 
out finely, but above these organs, they refused to come to a 
head, and were a long time in recovering. Nor was it until 
this portion of my head was bathed in cold-water for two days 
and ?iights in succession, that the fever abated at this point, 
though it had subsided every where else. But more in another 
place, of the organs brought hito exercise in the successful study 
and practice of Phrenology. 

The study of anatomy, also, comes under Locality more 
properly than under any other organ ; for, it is the position or 
location both absolute and relative, of the organs of the 
body, which constitutes the Jirst and mam item of this study, 
although their shape is next in order and importance. Strange 
as the doctrine may seem, I maintain that children should be 
taught anatomy, in connexion with physiology; that is, that 
they shouldbetaughtthe locations smdfimctio?isof the principal 
organs of the body. So important a study should not be con- 
fined to a few physicians and literati, but should be known by 
all. All need, not be profoundly versed in it, yet all should 
understand it practically, and in the general. Thus : put chil- 



S S DISCIPLINING LOCALITY BY STUDYING PHRENOLOGY. 

dren's fingers upon your pulse, and, as they are delighted and 
astonished to observe its throbbing, tell them its use, namely, 
the action of the heart, and then explain the position and looks 
of the heart, and the whole doctrine of the circulation and 
respiration. As you may have occasion to kill a chicken for 
your table, or slaughter a calf or pig, on opening it, show them 
the position of the heart, and the manner in which it receives 
and ejects the blood, and give them all the information you 
can concerning it. Then do the same by the lungs, liver, in- 
testines, &c. 

Then ask them what has become of the great amount of 
food they have consumed ; amounting, in all, to many times 
their own bulk. Then explain to them the office of the stomach, 
its position, looks, and the whole process of digestion,* and 
nutrition. What will delight or benefit them more ? And 
think you that this knowledge will not make them careful in 
regard to injuring their health ? What will more effectually 
promote the vigor of the constitution than a knowledge of the 
aws of life and health ? Compared with this, all other know- 
ledge is utter folly; and in point of utility, "is as a drop in 
the bucket." 

Then put their hand on the back -bone, (I ought to be learn- 
ed, and to call it the spinal column ; though back-hone is just 
what I mean,) and, as the person moves his body, they will 
see the workings of the joints. (Oh, I forget to be classical, I 
should have said vertebrae; although few children or adults know 
what vertebras means; but all understand what joints signify. 

Then clinch your fist, and show the cords or tendons of the 
hands and wrist, and the hardness (I mean rigidity) of the 
muscles of the arm, and their shortening and lengthening (con- 
traction and relaxation) as you lift things in your hands ; and 
show them hozv it is that this shortening of a muscle moves 

* The studies of Anatomy and Physiology ought never to be separated 
from each other. When the location and appearance of an organ are 
studied, let its office, and the end in the animal economy it performs, be also 
studied ; for, the study of each will facilitate that of the other, and each 
impress the other. Studying Anatomy alone, is like cutting up a dead 
man to see what a live one will do. Unite the two. Teach children the 
location and appearance of the several parts of the body, and at the same 
time teach them what each part does. 



CHILDREN SHOULD LEARN ANATOMY AND PHYSIOLOGY. 89 

one of the bones of the joint over which the muscle passes, 
&c. Then tell them that these muscles by means of which 
we move, labor, &c, consistute the red flesh of all animals, 
and are what is usually eaten. Then show the workings of 
the bones upon each other at the joints. This can be done 
conveniently and beautifully when cutting up (I mean dissect- 
ing ; how unaccountably unclassical I am though,) a chicken 
for dinner, or a hog (I mean swine ; for, it is very vulgar to 
say hog) for salting. 

Then cut open the brains of animals ; (brains are very good 
to eat, especially for those who have but few of their own,) 
and show them the structure of this organ of thought and feel- 
ing — this palace of the soul — its lobes, convolutions, and con- 
nexions with the nerves of the eye, ear, spinal marrow, (or 
medulla oblongata, as Dr Latin would have it,)* nose, &c. &c. 
as well as what portions of the brains of various animals are 
developed in accordance with their habits and characteristics. 
Pursue this course during childhood and youth, and every 
man, woman, and child would be as familiar with the names 
aud functions of all the organs of the body, as they are with 
their alphabet. These studies, besides the thrilling interest 
connected with them, will teach them how to husband their 
vital resources, preserve their constitutions unimpaired 
through life, and live twice as long and thrice as happily as 
now. For want of this knowledge, most children and youth, 
almost or quite break down their constitutions before twenty, 
or well nigh ruin themselves in both mind and body. 

If you object that you do not know enough to teach all 
these studies, I answer, wait, and I will elsewhere tell you 
how, both to find the time, and obtain the knowledge, required, 
or else how not to get married. 

Under the head of Locality, I cannot well forbear recom- 
mending the perusal of Voyages and Travels ; "Stephen's 
Central America," is deservedly popular, but it, in common 
with all other travels, is sadly defective in this, that it does not 

* I have employed some irony here and above, in order to expose what I 
deem the utter folly of the "learned world," in calling things by names 
which few understand. I intend to call the Phrenological organs by their 
English names. To write medical prescriptions in Latin, is foolish, except 
where all understand Latin. Away with the technicalities of science. 



90 ANALYSIS AND ADAPTATION OF ORDER. 

give the Phrenology of the present inhabitants, or of the relics 
observed. Add this, and the most interesting if not most in- 
structive department of reading, would be Voyages, Travels, 
&c,. by a Phrenologist — in connexion with the manners and 
customs of different nations and ages. And if my life be spared, 
I intend eventually to travel with a view to the preparation 
of such works. 

ORDER. 

Method : arrangement, system : having a place for every thing, and every 
thing in its place, so that it can be found at once : system in business, &c. 

" Order is heaven's first law." 

Adaptation. System, or uniformity, pervades the 
Whole physical world, and has stamped its impress upon every 
work of God. Order reigns supreme in the worlds on high, 
and in the earth below, producing regularity in both. It has 
arranged a place for every organ of the human body, and al- 
ways puts every organ of the body in its own place, so that 
Locality may find them, or Comparison infer where they may 
be found. It puts the feet always at the end of the lower ex- 
tremities instead of on the top of the head or the end of the 
arms, and the head on the top of the body instead of on the 
back, or ankles, or the wrists, and systematizes all the works and 
operations of nature. Indeed, without this principle of order, 
or system in nature, all creation would be one vast bedlam — 
one grand chaos of " confusion worse confounded," without 
beauty, and marred in all its other qualities, but with this ar- 
rangement in nature, harmony usurps the reign of chaos, 
beauty is brought forth out of deformity, and all nature moves 
on with a systematic regularity as beautiful in itself as it is 
beneficial to man. But, without this faculty of order in man, 
adapted to this contrivance of system in things, though this 
quality might have existed and beautified all nature, yet man 
Could not have perceived this beauty, or applied this contri- 
vance to any beneficial purpose. But this principle exists in 
nature, and this faculty in man, and it is therefore his duty and 
pleasure to exercise it ; and, its cultivation should form an im- 
portant part of the education of children. And yet, that cul- 
tivation is scarcely once thought of. 

Its primary office seems to be, to keep one's own things in 
order, and, to cultivate it, let children have things of their own, 



UTILITY AND IMPORTANCE OF CULIVATING ORDEH. 91 

and be told and encouraged to put things in their places — to 
fold and lay away their garments; to put their pla.y-things away 
in the places assigned them; to lay their hat or bonnet &c, in a 
particular spot ; to lay off their clothes at night so that they 
could jump into them in case of fire; to have each book 
in its own place and keep it whole and clean ; to keep their 
garments whole ; (and parents should never allow their chil- 
dren to go dressed shabbily, or with holes in their garments) and 
to take care of every thing. 

That business man whose accounts are not kept straight, 
will most assuredly fail, and that farmer who keeps his fences 
up, and all his farming utensils in their places, will thrive. If 
farmer A tells his son John to yoke up the oxen and draw any 
thing, if Johnsays : "where's thechain," or"I dont know where 
the yoke is," that is, if John does not know, without 
asking or looking, where to find the chain, or yoke, or hoe, or 
axe, or scythe, or sickle, or rake, &c, &c. down to the hammer 
and nails, mark it when you will, that farmer will get behind 
if not fail. But if John knows at once, just where to find 
whatever he wants to use, that farmer will prosper ; for, this 
order facilitates despatch, and doubles the work done ; whereas, 
disorder wastes every thing, and will ruin any farmer, much 
more a business man. Let parents note this; and, if they would 
see their children become prosperous and happy, instil early 
into them, principles of order and despatch. 

And then again, how much more agreeably and happily that 
family lives in which every one knows just where to find any 
thing he wishes, and always returns it to its place when he 
has done using it. Disorder spoils the temper, as well as pre- 
vents success in business. Parents, see to it that you train 
your children in harmony with these important inferences. 

The Society of Friends, usually have this organ large, and 
their women generally very large ; and, they are among the 
most remarkably systematic and methodical people known. 
This doubtless contributes largely to their thrift and uniform 
success in business. "Go thou and do likewise ;" and "teach 
these things to your children, and your children's children." 

This organ, combining with Time, produces regularity in all 
the habits of its possessor, lays out the time beforehand, giv- 
ing so many hours daily to certain things, having meals punctu- 



92 MEANS OF CULTIVATING ORDER. 

ally, retiring and rising at given periods ; and being regular 
in all the habits and affairs of life. Nothing is more promotive 
of health, and life, and happiness, as well as of peace and 
prosperity. Mothers should begin to inculcate this in the 
cradle. Put your children to bed at a given hour— waken 
them at a fixed period, and they will soon awaken of them- 
selves ; give them their breakfast, or a piece, or nurse them at 
stated times; have them take their naps regularly at a certain 
hour of the day, and so have a time for every thing, and every 
thing in its time. This course will save you a vast amount of 
time and trouble; be of incalculable advantage to them 
physically and mentally ; besides forming in them a habit of 
method in every thing ; and save them a great deal of peevish- 
ness and bad temper. The power of habit is great indeed ; 
far greater than is even attributed to it. A habit, indifferent in 
itself, may be followed so regularly, as to become really use- 
ul. What then, may not a habit, good in itself, do for the 
physical health, and the moral and intellectual advancement, 
of its possessor. To every parent and teacher then, I say, 
form habits ; but form good ones, in your children.* Do not 
these remaks commend themselves to every parent and teacher 
as immensely important, and deserving of being put into vigor- 
ous practice forthwith ? 

If you wish to cultivate your own faculty of Order, be sys- 
tematic. Begin and arrange all your things, tools, papers, ac- 
counts ; and, every thing, and above all, remember and replace 
your things after using them, which, after all, r is the main thing. 
And you, young men, in search of a wife, see to it that you 
do not marry a young lady who, on returning from a walk or 
ride, leaves her bonnet on the bed, gloves in a chair, parasol in 
the'corner, &c. ; or, who is for ever and a day in getting ready to 
go out ; for, this indicates either that she cannot find her things, 
or is slow, or else is more nice than wise. If this organ be 
small in yourself, you need a wife in whom it is large, to assist 
this defect and to aid you in cultivating it ; but, if it be large 
in yourself, you do not wish to be continually annoyed or tor- 
mented with its deficiency in a companion. Still, that compan- 
ion should not have it over developed ; for, "enough is as good 
as a feast," "and too much of a good thing, is worse than 
nothing." 

This organ, combined with Ideality, gives neatness of per- 
son, and attends to the outward man. It cuts off a long beard, 
lays by a soiled linen, and keeps the clothes neat and clean ; 
and, with Approbativeness large, patronizes the tailor and mil- 

# I intend ere long, to collect together, and publish the habits of distin- 
guished men, and recommend to my readers to observe this point. 



ANALYSIS AND ADAPTA10N OF SIZE. 93 

liner, and chases the fashions. Phrenology discards the 
fashions, yet requires personal neatness.* 

Many are of opinion that this organ extends to the mental 
operations also ; but I confess my conviction that its one spe- 
cific function is physical system and arrangement. Still, I in- 
cline to the opinion that there is also an organ of mental order, 
and arrangement of ideas, located by the side of that of physi- 
cal order. 

SIZE. 
Cognizance of bulk, magnitude, and proportion : ability to judge of size, 

LENGTH, BREADTH, HEIGHT, DEPTH, DISTANCE, the WEIGHT of things by 

observing their bulk, &c, &c. : judgment of angles, perpendiculars, 
disproportion, &c : accuracy of eye in measuring things, &c 

Adaptation. The element of size, or of relative magni- 
tude, necessarily appertains to all physical substances. No 
material thing can exist without being relatively large or 
small, compared with other things. But for this element in 
nature, there could have been no difference between a drop of 
water and an ocean of water ; between a mountain and a 
mole-hill ; between a giant and a pigmy; and all conception 
of big and little, would have been inconceivable to man. 
And again ; with this element in nature, though the ocean 
would have been larger than the rain-drop, and the mountain 
larger than the hillock, yet to man, it would all have been the 
same ; and, he could never have distinguished his fellow-men 
by the size of their bodies as a whole, or any feature or 
portion of them. Of course, all knowledge of the relative 
size of the phrenological organs, would have been unknown, 
and Phrenology a sealed book to man. But both this element 
in nature, and this faculty in man, exist, and are adapted to 
each other ; so that we are able to distinguish material things 
by their size merely ; study Phrenology, and apply this facul- 
ty to thousands of the operations of life. The husbandman 
requires it to make his fences, roes of corn, furrows, 
swaths, &c. straight : the mechanic, so that he can often fit 
and measure things by his eye, and without a rule : the tailor, 
to guide his shears and needle ; the artist, to perceive the pro- 
portion of parts in drawing, chiselling, &c. Indeed there is 
scarcely an occupation in life in which it is not eminently use- 
ful, and in most, it is indispensable. Hence, the importance 
of its proper cultivation even in children ; and yet, who ever 
once thinks of disciplining or exercising this faculty, either in 
children, or in themselves, unless by mere chance ? 

The German teachers, have an excellent method of cultiva- 
ting this faculty in their pupils, which will show parents, teach- 

' * All who know me, will say, "Physician, heal thyself." "Brush up 
more, and look more trim and tidy." Yes, when I've nothing more im- 
1 ortanl to do. 



94 THE STUDY OF GEOMETRY BI CHILDREN. 

crs, and all who wish to improve this faculty, how they canido 
so. It is this : the teacher takes his pupils out into the 
fields, woods, mountains, &c, and asks them how far it is to 
yonder tree, or house, or stone, or any thing else. Each pupil 
takes the same position, and passes his opinion, which is record- 
ed, and then the actual distance is measured, so that each one 
can compare his judgment with the actual distance; and thus 
improve and correct his judgment as to the distance &c. 
Farmers can exercise this faculty in judging of the number 
of acres embraced in a certain enclosure ; the number of 
bushels of grain in a certain pile, &c ; drovers, butchers, &c, 
in judging of the weight of a bullock, horse, hog, &c ; the car- 
penter, in erecting and building a house; landscape-painters 
and drawers, in foreshortening, and giving the perspective to 
the picture ; portrait-painters, in making the picture the size 
of life, &c. To improve this faculty, look at things with a 
view to judging of, and ascertaining their qualities appertain- 
ing to this faculty. 

The Study op Geometry, comes as appropriately under 
this faculty, as under any other, though it calls nearly all the 
intellectual organs into exercise. This study should unques- 
tionably form a part of primary education, if not even of the 
plays of children. Let even their pi ay -t hi ngs be so made, that 
they can be put together into various geometrical-figures, and 
also form the most important geometrical problems. Thus: the 
problem that " the squares of the sides of a rect-angle triangle, 
are equal to the square of the hypotenuse," may easily be solved 
by having blocks, say an inch square, and taking an hypote- 
nuse of any size, say three inches. This square will be filled 
by nine of the blocks, and the other two squares will be found 
to hold just nine blocks, but no more; so if the hypotenuse is 
four, or six, or twelve, or any other number of inches, it will 
take just as many blocks to fill the long side of any triangle, 
as to fill the other two. By playing with geometrical blocks, 
they would soon become as familiar with the names of hexa- 
gon, pentagon, cone, apex, cylinder, globe, segment, prism, &c, 
&c, and all the various shapes that can be formed from them, 
as with the meaning of dinner, or bread. But plays of this 
character include also 

CONSTRUCTIVENESS. 

Ingenuity: skill and dexterity in the use of tools: the mechanical 
taste and talent: sleight of hand in making things and turning off any- 
kind of work : ability to tinker, make, build, construct, manufacture 
use tools, &c. 

Adaptation. Man is so constituted as to require houses, 
garments, machinery, agricultural and other implements and 
instruments, &c , &c, in order even to live, much more to be 
happy ; and, this constructing faculty adapts him to this want 



ANALYSIS AND ADAPTATION OF CONSTRUCTIVENESS. 95 

or economy of his nature. In addition to this> man is emphati- 
cally a tool-making, and a tool-using animal, as well as a 
working being ; and, this faculty gives him this working pro- 
pensity, as well as the skill to execute most kinds of manual 
labor. Even the fanner and day-laborer, use this faculty in 
every stroke with the hoe, or axe, or scythe, and all mechan- 
ics, artists, engineers, builders, &c, employ it in every thing 
done with the hands or with machinery ; and, other things 
being equal, the greater this faculty, the greater the success, 
and the more rapid the despatch of every kind of work. 

The utility, as well as convenience, of this faculty, is in- 
deed great, not to the mechanic and laborer merely, but to all 
as a means both of convenience ; so that they can do many a 
little tinkering job for themselves better than anybody else can 
do it for them : and also as a means of amuse?ncnt and healthy 
exercise. "By the sweat of thy brow, shalt thou eat bread all 
the days of thy life," and "Whosoever will not work, neither 
shall he eat," are written upon the constitution of man, as well 
as on the page of Revelation ; and, in accordance with this 
law, he is endowed with Constructiveness, or the disposition 
and ability to work. Let all children, therefore, be taught to 
labor ; the rich as a means of pleasure, the poor, of support. 
Accordingly, this organ is large, and faculty active, in nearly 
all children. Let it be cultivated, not only by giving them 
blocks and building materials, as mentioned under Size, but 
also by encouraging them to make kites, wind-mills, mill-dams, 
water- wheels, bows and arrows, cross-guns, miniature sleds, 
boats, rail-roads, steam-engines, &c, and by draiving birds, 
horses, houses, landscapes, &c. Instead of this, when the boy 
would draw pictures on his slate, in place of ciphering, he is 
scolded or chastised. Let drawing he encouraged. I would 
to-day give a handsome proportion of all I am worth, to be 
able to draw accurately, so that I could sketch and draw, ex- 
actly to suit me, such phrenological heads and illustrations as 
I often meet in real life ; whereas now, I am compelled to ob- 
tain but few, and then to trust to artists who do not understand 
Phrenology.* Let children use tools, and take your knife, and 
be encouraged to whittle, carve, make sleds, wagons, &c, 
&c, and even have a shop of their own, supplied with, tools 
with which to tinker ; and this is doubly important to those 
who are delicate, as a means of strengthening their muscles, 
and drawing the blood aud energies from their heads to their 
muscles ; and equalizing their circulation. (See Phrenology 
applied to Education and Self-Improvement, p. 29.) 

*The importance of combining a knowledge of Phrenology with the arts, 
especially with portrait painting and engraving, is very great, and too ap- 
parent to require comment. In a few years, every artist must be a Phre- 
nologist, or be out of employ. 



69 PHYSICAL EXERCISE PROMOTES MENTAL ACTION. 

The German teachers, in addition to the cultivation of Size, 
already mentioned, take their pupils to a machine, and require 
them to notice minutely every part of it, from the origin of 
the power all the way to its expenditure, and to remember the 
looks, (Form,) position, (Locality,) and office (Eventuality,) of 
every part, and to draw them after they get back ; which 
furnishes a most excellent exercise of nearly all the intellectual 
faculties. I admire this practice, and long to see it introduced 
into all the schools of America. 

This also gives that exercise to their bodies which I have 
all along insisted upon as so all important to the development 
of both their physical and their intellectual powers. I advocate 
strongly, I even urge upon parents and teachers, the peripa- 
tetic method of teaching, namely, that of showing and explain- 
ing things to children and youth while their bodies are in 
motion. Who does not know that his mind is far more active 
while his body is in motion, and his circulation increased by 
exercise ? I write my best pieces, after having exercised-, and 
before lecturing, I walk or ride several miles rapidly, or 
chop, saw, or split wood, or do something, for one or two 
hours, to get up the circulation ; and, then the words and ideas 
flow rapidly, and every one is *< like a nail in a sure place." 
And also when I write, I usually, have a high desk, at which 
I stand, and a place to walk. I ivalk out an idea, and then 
write it down, and walk out another, and so on. One reason 
why people sleep in church is because their bodies are motion- 
less, which prevents the circulation of the blood through their 
brain, and stupor follows. But let them stir around, and they 
feel wakeful and clear-headed again. 

Who does not think more clearly, feel more intensely, and 
speak more freely and in point, when walking, or laboring, or 
at least, when their bodies are active, than when they have been 
sitting for hours? And remember that this principle applies 
with tenfold greater power to children, than to adults. One 
day of teaching such as I have described, that is having things 
shown to children while abroad and on foot, is worth a 
month's study in school. Aye ! more, the one deadem the 
brain, and thereby injures the intellect, while the other 
powerfully excites the brain, and expands and invigorates the 
intellect. I shall elsewhere show that the relation between the 
body and the brain, is most intimate, and especially between 
the body and the base of the brain, in which the perceptive 
organs, or the organs of the memory, are located ; and therefore, 
in teaching children, and even in cultivating the memory, 
preserving the health and keeping the body vigorous, are two 
of the first and most essential things to be attended to. 



PHRENOLOGY APPLIED TO MATRIMONY. 

This Work imbodies — what probably- no other work contains — • 
Rules and Directions for choosing Suitable Companions for 
Life. Candidates for Matrimony, therefore, will find it an inval- 
uable directory in forming this their most sacred and important 
relation ; while the Married, will find in it the Causes and Reme- 
dies of domestic unhappiness, as well as a certain guide for living 
together affectionately and happily. 

Man's social affections lay at the very basis of virtue and happi- 
ness, or of vice and misery. Parental and connubial love, are 
among the highest species of enjoyment belonging to his nature, 
while blighted affections and family dissentions bear the most bitter 
fruits he can. taste ; the former, placing its happy possessor above 
the reach of adversity, and the latter, effectually destroying his 
every pleasure. And since it is the obedience or violation of those 
laws which govern these social and family relations which causes 
all this domestic happiness or suffering, a knowledge of these laws 
is all-important, especially to young people, in order that they may 
secure all the blessings flowing from their obedience, and avoid all 
the penalties attached to their infraction. 

Phrenology explains these laws beautifully and philosophically, 
and guides the inquirer in the paths of their obedience, to the fruits 
they bear. This application of Phrenology to Matrimony, has been 
received with unqualified approval, and thousands have expressed 
the strongest emotions of gratitude for the pleasure and profit de- 
rived therefrom. Its substance and bearings jnay be gathered from 
the following selections from its Table of Contents : 

Courting and Marrying Phrenologically ; necessity of amply 
developed Moral Faculties ; rich and fashionable young women make 
poor wives; good constitutions — against small waists and soft 
hands ; matrimonial anecdotes ; marrying a wit, talker, economist, 
&c. ; marry so as to gratify the greatest number of faculties ; hints 
in reference to conducting Courtship ; be certain of marriage 
before bestowing the affections ; causes and evil consequences of 
searing the Domestic Faculties ; evils of courting periodically and 
for sport ; choosing Intellectually first and loving afterward ; an 
important hint to young ladies ; the premature development of Am- 
ativeness the primary cause of licentiousness ; modern female edu- 
cation ; marry your first love ; mutual love, and not the legal cer- 
emony, constitutes matrimony ; true love perpetuate^ itself; one 
love — one marriage ; directions to the married, &c. 



"FOWLER'S PHRENOLOGY:" 

OR, " PHRENOLOGY PROVED, ILLUSTRATED, AND APPLIED," 

*« Embracing an Analysis of the Primary Mental Powers, in seven different de- 
grees of development; the Phenomena produced by their combined Activity ; 
and the Location of the Phrenological Organs in the head ; together with the 
Moral and Theological bearings of the Science." 

Part First, presents briefly the Principles of Phrenology, and 
the facts and arguments that establish its truth. 

Part Secord, analyses every Organ, and describes them all in 
seven states of development— a department of Phrenology scarcely 
mentioned elsewhere, but giving a more distinct and yet compre- 
hensive view of the Organs than can be found in any other work : 
and also describing minutely several thousand combinations of the 
Organs. Without a knowledge of these combinations, no correct 
estimate of character can be formed. Nearly all observations on 
single Organs, will be found erroneous; and, of all other subjects 
connected with the study of Phrenology, the modifications of char- 
acter produced by these combinations, should be well studied. In 
no other work, are they found more than cursorily alluded to, while 
in this, they constitute its main body, and its characteristic feature. 

Part Third, contains one hundred pages of facts, or coinci- 
dences between the well-known characters, and the Phrenological 
developments, of several hundred American pitizens, including dis- 
tinguished politicians, such as Webster, Clay, Van Buren, Jackson, 
Benton, Tyler, Wise, &c. &c. : distinguished clergymen, as Drs. 
Humphrey, Beecher, Griffin, and Revs. Finney, Burchard, Dewey, 
Stockton, Ludlow, &c. ; of celebrated writers, as Leggett, Halleck, 
Cobb, Fanny Wright, &c. ; of eminent machinists, as Winans, 
Robt. L. Stephens, Phineas Benfitt, &c. ; and of many criminals, 
&c. &c. &c. This chapter, contains matter as interesting and 
instructive as any that can be found elsewhere. 

The last part contains the moral bearings of the science, and 
answers objections, such as Fatalism, Materialism, a change of 
heart, a future state, &c. &c. J with a chapter on the practical 
utility of Phrenology. 

The extraordinary patronage extended to this Work, and the 
still increasing demand for it, place it at the head of all other trea- 
tises upon Phrenology, both for giving a concise, yet clear view of 
this science, and, especially, as a practical, matter-of-fact Work. It 
has superseded, in the Phrenological market, even Combe's System 
of Phrenology, so long and so justly celebrated, and has been pro- 
nounced the best Work on Phrenology extanjt. 

Prefixed to it, is a Chart for recording the characters of those 
who wish Phrenological examinations, with references to the pages 
of the Work in which a full description of characters will be found. 

H~r" Students of Phrenology will find the Bust, marked and ap- i 
proved by 0. S. & L. N. Fowler, of incalculable service in finding 
the Organs, so as to ascertain foeghara jtei'pof thA fellow-men. 







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